■^  i  HE  CHU 

AND 

THE  IMMIGRANT 


'RGiAE.HARi. 


THE  CHURCH  AND 
THE  IMMIGRANT 

GEORGIA   E.   HARKNESS 


THE    CHURCH    AND 
THE  IMMIGRANT 


BY 

GEORGIA  E.  HARKNESS 

INSTRUCTOR   IN    BOSTON   UNIVERSITY   SCHOOL   OF   RELIGIOUS 
EDUCATION   AND    SOCIAL   SERVICE 


WITH   INTRODUCTION   BY 

G.  W.  TUPPER,  Ph.D.,  LL.B. 

AUTHOR  OF  "fOREIGN-BORN    NEIGHBORS,"    ETC. 


NEW    ^*SS^    YORK 
GEORGE    H.    DORAN    COMPANY 


COPYRIGHT,  1921, 
BY  GEORGE  H.  DORAN  COMPANY 


PRINTED  IN  THE  UNITED  STATES  OF  AMERICA 


-^.f 


TO 

OUR  BROTHERS 
THE  NEW  AMERICANS 


SRLF 
YRL 

U 


INTRODUCTION 

The  rising  tide  of  democracy,  which  bore  thousands 
of  our  choicest  young  men  to  Old  World  battlefields,  has 
slowly  crept  over  the  peace-flats  of  everyday  American 
life.  To-day  the  thrill  of  self-government  and  commu- 
nity responsibility  summons  recruits  from  all  forward- 
looking  young  patriots  in  busy  marts  and  remote  hamlets. 
Many  responses  to  this  summons  have  already  come  from 
aggressive  members  of  our  Christian  churches.  Other 
responses  will  swell  the  quota  of  those  who  would  serve. 
And  Truth's  searchlight,  sweeping  on  its  militant  way, 
will  reveal  new  community  needs  and  demand  a  greater 
army  of  workers.  To  all  these  recruits  for  Christian 
democracy  come  two  important  questions, — In  what  field 
shall  I  work?     What  shall  I  do? 

Both  of  these  questions  are  briefly  but  definitely  an- 
swered by  Miss  Georgia  E,  Harkness  in  her  admirable 
little  book,  entitled  The  Church  and  the  Immigrant. 
In  her  courses  at  the  School  of  Religious  Education 
and  Social  Service  at  Boston  University  Miss  Harkness 
found  that  many  of  those  who  were  impelled  to 
serve  the  cause  of  democracy  were  drawn  toward  the 
large  groups  of  foreign-born  neighbors  in  New  England 
and  other  industrial  centers.  But  she  also  found  that 
many  of  these  recruits  realized  their  helplessness  as  they 
invaded   this   great   unknown   realm   where   Old   World 


viii  INTRODUCTION 

backgrounds,  race  psychology  and  myriad  languages 
loomed  large. 

This  book  is  the  result  of  this  discovery.  It  is  in- 
tended to  help  the  beginner.  It  presents  simple,  work- 
able plans.  It  paves  the  way  to  extended  information. 
Through  simple  language  which  breathes  a  spirit  of 
genuine  helpfulness,  the  reader  is  encouraged  to  invade 
the  unknown  realm  of  the  foreign-born  with  a  growing 
certainty  that  the  information  given  will  open  the  doors 
to  practical  service. 

This  book  should  be  in  the  hands  of  every  young 
churchman  who  wishes  to  serve  the  cause  of  democracy 
in  his  own  community. 

G.    W.    TUPPER. 


PREFACE 

The  church  of  to-day  is  facing  a  strategic  and  perilous 
situation.  It  is  confronted  on  every  hand  by  the  socio- 
economic interest,  and  in  the  face  of  the  urgent  claims 
of  society  for  recognition  of  its  rights  the  church  must 
carefully  and  prayerfully  choose  its  course. 

In  response  to  this  situation  we  find  signs  of  greatest 
promise.  The  church  is  valiantly  taking  up  the  task  pre- 
sented by  an  unprecedented  situation,  and  the  social 
gospel  is  being  preached  to-day  as  never  before.  Not 
only  are  men  being  exhorted  by  the  churches  to  love  their 
neighbors  as  themselves,  but  practical  means  are  being 
instituted  whereby  to  minister  to  the  manifold  needs  of 
men.     The  future  is  most  hopeful. 

But  with  this  encouraging  new  emphasis  upon  the 
social  gospel  there  comes  a  danger — the  danger  that 
Christianity  may  become  secularized  and  may  lose  some- 
what its  note  of  individual  redemption.  It  ought  not, 
and  it  need  not.  It  is  with  the  firm  belief  that  there 
is  no  necessary  conflict  between  the  spiritual  message 
and  the  social  gospel  of  Christianity  that  the  suggestions 
of  the  following  pages  are  presented. 

Among  the  manifold  opportunities  for  social  service 
which  are  presented  to  the  church,  there  is  none  more 
significant  than  that  occasioned  by  the  presence  of  the 
immigrant.  It  is  the  purpose  of  this  little  book  to  furnish 
a  concise  statement  of  the  immigration  situation  in  its 


X  PREFACE 

general  outlines,  and  to  suggest  some  practical  means 
by  which  the  church  may  be  helpful  to  the  new  Ameri- 
cans. If  it  shall  serve  in  some  rneasure  to  bring  the 
church  and  the  immigrant  into  more  harmonious  fellow- 
ship, its  author  will  be  well  content. 

I  wish  to  acknowledge  my  indebtedness  to  Dr.  George 
W.  Tupper  for  kindly  reading  the  manuscript  and  writ- 
ing the  introduction ;  and  to  Professor  Walter  S.  Athearn 
and  Professor  Charles  E.  Carroll  of  Boston  University 
for  their  encouraging  interest  and  many  valuable  sugges- 
tions. 

Georgia  E.  Harkness. 

Boston  University. 


CONTENTS 


PACE 

INTRODUCTION  BY  G.  W.  TUPPER vii 


PREFACE 


CHAPTER  I:    THE  IMMIGRANT  IN  EUROPE      ....       15 

The  challenge  to  the  church — Types  of  immigration — 
Our  exclusion  policy — Italian  backgrounds — Political, 
economic  and  religious  conditions — Slavic  backgrounds — 
Racial  diversity  of  central  and  eastern  Europe — In- 
fluence of  the  European  situation  on  American  condi- 
tions— Russian  backgrounds  of  Bolshevism — The  little 
grandmother  of  the  Russian  revolution — Jewish  back- 
grounds— Anti-semitism — The  Zionist  movement — Intel- 
lectual and  religious  heritage  of  the  Jew — Present 
status. 

CHAPTER  II:  THE  IMMIGRANT  IN  AMERICA     ....        28 

Causes  of  immigration — Influence  of  former  immi- 
grants, steamship  companies  and  labor  agents — Elimina- 
tion of  false  inducements — Distribution — Congestion  in 
cities — Segregation — Lack  of  assimilation — Labor  diffi- 
culties— Housing  conditions — Promotion  of  proper  dis- 
tribution— Contributions  to  America  in  industry,  patriot- 
ism, ART  AND  intellectual  LIFE — ThE  TASK  OF  THE  CHURCH. 

CHAPTER    HI:     THE    PRESENT    STATUS    OF    THE    IM- 
MIGRANT         43 

Political  status — Admission — Naturalization — The  im- 
migrant IN  politics — The  church  and  political  relation- 
ships— Social  and  economic  status — Industry — Supplant- 
ing OF  American  workmen — Low  wages — Strikes — Acci- 
dents— The  church  and  industry- — Poverty — Charitable 
assistance — Standard  of  living — Removal  of  povert\- — 
Crime,  nature  and  extent — Prevention  of  crime — 
Religious  status — Influence  of  immigrant  churches — 
The  policy  of  the  Protestant  church. 

CHAPTER  IV:    TEACHING  ENGLISH  AND  CITIZENSHIP       56 

Responsibility  of  the  church — Relation  to  other 
agencies — The  aim  of  church  classes — Methods  of  teach- 

xi 


xii  CONTENTS 

PAGE 

iNG  English  to  the  foreign-born — Direct  and  indirect 
METHODS — Variations  of  the  direct  method — Suggestions 
for  teaching  oral  English — Teaching  reading — Teaching 
writing. 

CHAPTER   V:    ORGANIZATION   OF   AMERICANIZATION 

COURSES 67 

Subject-matter   to    be    included — Distinctive    features 

OF    CHURCH    classes — SUGGESTIONS    FOR    SECURING    ENROLLMENT 

— Principles  of  classification — Teachers,  qualifications, 
available    supply,    training    and    compensation — special 

problems  OF  CLASSES  FOR  IMMIGRANT  WOMEN — INSTRUCTION 
IN   THE   HOMES — MOTHERS'  CLASSES. 

CHAPTER    VI:     RACIAL    COOPERATION     AND    INDUS- 
TRIAL BROTHERHOOD 79 

The  SPIRIT  OF  brotherhood — Racial  cooperation  in  com- 
munity PROGRAMS — Promotion  of  industrial  cooperation 
and  efficiency — The  present  industrial  unrest — The 
Ford  plan — Suggestions  for  an  industrial  Americaniza- 
tion program — Goodwill  Industries — Industrial  educa- 
tion— Church  forums. 

CHAPTER  VII:    AGENCIES  OF  RACIAL  PROGRESS      .      .       90 

Social  uplift  in  the  homes — Home  visiting — Mothers' 
meetings  —  Day  nurseries  —  Public  health  —  Visiting 
nurses — Child  welfare  stations — Feeding  hungry  school- 
children— Baths — Enforcement  of  health  regulations — 
Health  campaigns — Recreation — Playgrounds — Fresh-air 
OUTINGS — Gymnasium  classes  and  athletics — Moving  pic- 
tures— Social  gatherings — Opportunities  for  entertain- 
ing FRIENDS — Elimination  of  destructive  institutions — 
Prevention  of  exploitation  practiced  through  deception 
at  arrival,  fraudulent  employment  agencies,  unsound 
banks,  judicial  injustice,  and  unscrupulous  doctors — 
Conclusion. 

BIBLIOGRAPHY         103 

On  the  general  aspects  of  immigration — On  European 
backgrounds — On  the  methodology  of  Americanization 
courses — Text-books  for  English  and  citizenship  classes 
— On  social  uplift. 

INDEX 107 


THE  CHURCH  AND 
THE  IMMIGRANT 


THE    CHURCH  AND 
THE  IMMIGRANT 

Chapter  I 
THE  IMMIGRANT  IN  EUROPE 

I.       THE  CHALLENGE  TO  THE  CHURCH 

iiallenge  confronts  the  Christian  churches  of  Amer- 
\bout  us  are  the  hosts  of  those  who  yearly  seek 
Dres  from  other  lands.  Whether  immigration  brings 
erica  a  grave  menace  or  a  glorious  opportunity 
1  determined  by  the  constructive  forces  of  Ameri- 
j,  and  in  this  action  the  Christian  church  if  it  fail 
its  mission  must  have  a  vital  part.  How  are  we  to 
jter  to  the  needs  of  this  stranger  within  our  gates? 
he  attitude  of  the  American  people  toward  the  immi- 
nt  has  been  too  often  an  attitude  of  neglect.     We 
■  drawn  aside  our  skirts  for  fear  of  defilement,  and 
left  the  immigrant  to  shift  for  himself.     We  have 
to  him  unpleasant  epithets,  and  have  frequently 
upon  his  shoulders  the  blame  for  all  our  present 
md  industrial  unrest.     If  we  have  permitted  him 
.e  the  victim  of  exploitation  and  greed,  if  we  have 
denied  him  the  opportunities  for  education  and  Ameri- 
canization that  are  his  due,  can  we  wonder  that  he  some- 
times pays  us  back  in  our  own  coin? 

15 


i6   THE  CHURCH  AND  THE  IMMIGRANT 

In  this  attitude  of  neglect  the  church  has  not  been 
guiltless.  We  have  preached  the  doctrine  of  the  brother- 
hood of  man,  and  we  have  pointed  to  the  example  of 
our  Great  Brother  who  went  about  doing  good  even  to 
those  of  a  race  not  His  own.  But  have  we  caught  the 
real  spirit  of  brotherhood,  and  have  we  put  it  into  action? 
To  some  extent  we  have,  for  the  church  to-day  is  reach- 
ing out  a  helping  hand.  But  all  too  often  we  have  per- 
mitted the  immigrant  to  fall  among  thieves,  and  then 
like  the  priest  and  the  Levite  we  have  passed  by  on  the 
other  side 

In  the  following  pages  we  shall  consider  the  principal 
European  and  American  backgrounds  of  the  immigra- 
tion situation,  and  shall  attempt  to  indicate  some  of  the 
ways  in  which  the  church  may  help  to  meet  the  situation. 

II.       TYPES   OF   IMMIGRATION 

Before  attempting  an  analysis  of  the  immigration  sit- 
uation as  it  exists  in  the  United  States,  we  shall  look 
briefly  into  the  sources  from  which  our  immigration 
springs.  Of  the  fifty-six  different  nationalities  reported 
in  our  Federal  immigration  statistics,  by  far  the  larger 
part  have  come  to  us  from  Europe.  While  the  impor- 
tance of  Oriental  and  Mexican  immigration  is  recognized, 
it  will  be  impossible  here  to  discuss  all  types.  The  prin- 
cipal European  backgrounds  have  been  selected  for  study 
because  of  the  predominance  of  immigration  from  these 
countries. 

It  must  be  recognized  that  there  are  two  distinct  types 
of  European  immigration.  From  1820,  when  records 
began  to  be  kept  by  the  United  States,  until  about  1880, 
by  far  the  largest  part  of  our  immigration  was  from  the 


THE  IMMIGRANT  IN  EUROPE  17 

northwestern  section  of  Europe;  while  in  more  recent 
yeais  it  has  been  very  largely  from  the  southeastern 
part.  The  old  immigration  thus  included  primarily  the 
English,  Irish,  Germans,  and  Scandinavians ;  whereas  the 
new  immigration  is  made  up  of  a  conglomerate  of  races 
among  which  the  immigrants  from  Italy,  Austria,  Poland 
and  Russia  stand  out  most  prominently. 

In  the  early  days  the  immigrants  who  came  to  us  were 
quite  similar  to  the  people  of  the  United  States  in 
physique,  mental  characteristics,  mode  of  living  and  social 
inheritance.  In  those  times  there  was  no  "immigrant 
problem"  of  any  seriousness,  for  our  country  welcomed 
them  freely  and  assimilated  them  without  difficulty.  But 
gradually  the  old  immigration  from  the  more  advanced 
nations  decreased,  while  the  new  immigration  from  the 
more  backward  countries  rapidly  increased  in  numbers 
until  in  1907  it  reached  the  high  water  mark  of  1,285,- 
349.^  Although  immigration  was  interrupted  during  the 
war,  it  is  now  being  resumed.  These  throngs  of  peasants 
from  the  less  developed  countries  of  Europe  have  brought 
with  them  racial  characteristics  and  ideals  which  differ 
widely  from  our  own. 

The  attitude  we  have  adopted  toward  the  new  immi- 
gration has  varied  as  widely  as  the  American  tempera- 
ment. Many  have  churlishly  advocated  the  exclusion  of 
all  immigrants  for  the  benefit  of  the  American  work- 
man. Others,  moved  by  sentiment  rather  than  sense, 
have  urged  us  to  open  wide  the  doors  and  take  in  every- 
body. The  terms  of  entry  which  we  may  rightfully  im- 
pose upon  the  immigrant,  like  the  limitations  to  the  per- 
sonal liberty  of  our  own  citizens,  are  determined  by  the 
requirements  of  public  safety,  public  health,  and  public 

•  Report   of   Commissioner-General   of   Immigration. 


i8   THE  CHURCH  AND  THE  IMMIGRANT 

order.  The  American  government  has  generally  main- 
tained toward  the  exclusion  of  undesirables  a  sane  attitude 
which  the  church  will  do  well  to  support.  But  whatever 
the  future  policy  may  be,  the  immigrant  of  the  newer  type 
is  here.  If  we  do  not  like  him  as  he  is,  we  must  make 
him  over  in  the  light  of  our  finest  American  and  Chris- 
tian ideals. 

The  bulk  of  our  immigration  is  Italian,  Slavic  and 
Jewish.  Hence,  a  study  of  these  leading  types  will  in- 
dicate in  a  general  way  the  European  situation  which  has 
given  rise  to  the  new  immigration.  The  political,  eco- 
nomic, social,  educational,  and  religious  backgrounds  of 
these  peoples  must  be  considered,  for  we  cannot  wisely 
prescribe  the  remedy  for  the  so-called  "immigration 
malady"  until  we  have  diagnosed  the  case. 

III.       ITALIAN  BACKGROUNDS 

Italy  has  been  the  leading  contributor  to  both  our 
permanent  and  temporary  immigration.  Many  families, 
and  even  whole  villages,  have  migrated  en  masse  to 
America,  and  we  have  also  received  large  numbers  of 
wage-earning  men  coming  without  their  families  and 
expecting  to  return  to  Italy.  This  situation  is  significant 
not  only  because  of  the  influence  of  Italy  upon  our  coun- 
try, but  also  because  of  the  reflex  influence  of  American 
ideals  upon  Italy. 

There  are  two  distinct  types  of  Italian  immigration, 
which  differ  so  widely  that  they  are  listed  separately  in 
our  Federal  statistics.  The  North  Italian  is  generally 
an  educated,  skilled  artisan,  while  the  South  Italian  is 
more  often  an  illiterate  peasant.    The  bulk  of  our  Italian 


THE  IMMIGRANT  IN  EUROPE  19 

immigration  is  from  southern  Italy,  and  for  this  reason 
we  shall  consider  principally  the  latter  type. 

From  a  political  standpoint,  the  South  Italian  has  slight 
representation  in  governmental  afifairs,  since  he  is  gen- 
erally unable  to  meet  the  property  qualifications  which  are 
required  of  voters.     He  must  submit  to  his  lot,  or  leave  it. 

However,  the  dominant  motive  of  Italian  emigration 
is  not  political  but  economic  oppression.  Landlordism  is 
the  curse  of  southern  Italy.  The  land  is  owned  almost 
entirely  by  wealthy  noblemen,  who  let  it  out  to  tenant 
farmers  at  exorbitant  rents.  The  rich  largely  escape  taxa- 
tion, which  is  levied  principally  on  articles  of  consump- 
tion. The  wages  of  all  classes  are  very  low,  and  this 
is  especially  true  of  the  agricultural  laborer.  The  stand- 
ard of  living  is  lower  than  in  the  United  States,  but 
taxes  and  food  claim  a  much  larger  proportion  of  the 
meager  income. 

Military  expenditures  are  a  great  drain  on  the  re- 
sources of  the  people.  In  addition  to  the  expense  en- 
tailed by  the  army  and  navy,  the  compulsory  military 
service  which  is  required  of  every  able-bodied  peasant 
interferes  materially  v/ith  production. 

Over-popiilation  has  also  caused  economic  distress  and 
has  led  to  emigration.  The  birth-rate,  as  in  this  country, 
is  generally  highest  where  poverty  and  illiteracy  are 
greatest. 

Illiteracy  is  slight  in  northern  Europe,  where  education 
is  free  and  school  attendance  compulsory;  but  it  is  much 
higher  in  the  south  which  on  the  whole  is  less  progressive. 

Religious  motives  have  little,  if  any,  influence  upon 
Italian  emigration.  While  freedom  of  worship  is  allowed, 
the  Roman  Catholic  Church  predominates,  at  least  in 
name.     But  its  hold  over  the  people  is  loosening  mate- 


20      THE  CHURCH  AND  THE  IMMIGRANT 

rially.  Its  adherents  no  longer  pay  wholly  without  ques- 
tion the  excessive  contributions  which  it  exacts,  nor  do 
they  submit  in  absolute  obedience  to  the  arbitrary  de- 
mands of  the  priesthood.  The  Protestants  of  Italy  are 
not  numerous,  but  growing  discontent  with  the  conditions 
imposed  by  the  Roman  church  is  leaving  many  with  no 
religious  anchor.  Many  of  the  leading  citizens  of  Rome 
are  sending  their  children  to  schools  conducted  by  Prot- 
estant missions,  because  attracted  by  the  superior  type  of 
instruction  which  is  given.  Our  aim  in  Italy,  as  in  Amer- 
ica, must  be  to  minister  to  the  vital  needs  of  a  spiritually 
neglected  people. 

IV.       SLAVIC    BACKGROUNDS 

Our  Slavic  immigration  is  derived  mainly  from  central 
and  eastern  Europe  (including  primarily  the  territory 
occupied  by  Austria-Hungary  before  the  war)  and  from 
Russia.  As  conditions  vary  somewhat  in  these  sections 
they  will  be  discussed  separately. 

I.  Central  and  Eastern  Europe.  The  under- 
lying feature  of  our  immigration  from  Austria  and  sur- 
rounding states  is  racial  diversity.  Here  we  have  a 
congeries  of  many  diverse  and  hostile  nationalities, 
among  which  the  Poles  are  the  leading  contributors  to 
our  immigration.  Not  only  do  we  find  among  the  Slavs 
decided  diversity  in  language  and  racial  characteristics, 
but  people  of  the  same  tongue  and  racial  stock  are  further 
divided  in  spirit  by  religious  and  political  differences. 
These  discordant  elements  have  failed  to  assimilate  in 
spite  of  close  proximity.  As  a  result  of  this  long-stand- 
ing turmoil,  racial  animosities  have  been  brought  over 


THE  IMMIGRANT  IN  EUROPE  21 

by  the  immigrants  to  American,  and  it  is  not  surprising 
that  we  find  among  them  many  factions  and  feuds. 

The  war  has  tended  in  some  measure  to  unite  those 
Slavic  peoples  who  were  fighting  in  a  common  cause, 
but  it  has  increased  the  bitterness  of  those  who  fought  on 
opposite  sides.  The  hardships  imposed  by  the  war,  to- 
gether with  dissatisfaction  at  the  territorial  lines  estab- 
lished by  the  Peace  Conference,  have  added  to  the  general 
discontent  and  will  probably  lead  to  accelerated  emigra- 
tion. 

The  Slavs  have  suffered  much  political  oppression  at 
the  hands  of  the  Magyars,  or  Hungarians.  The  over- 
bearing policy  of  the  latter  has  bred  much  discontent,  and 
their  unsuccessful  attempt  to  assimilate  the  Slovaks  by 
force  is  a  striking  example  of  the  futility  of  any  attempt 
to  make  over  a  people  by  compulsion.  The  resulting  spirit 
of  resistance  stirred  up  among  the  Slavs  has  been  largely 
fostered  by  returned  immigrants,  who  have  imbibed 
American  ideals  of  political  freedom. 

Economic,  as  well  as  political,  oppression  has  caused 
many  to  seek  refuge  from  adversity  in  America.  A  large 
percentage  of  these  are  peasant  farmers.  Although 
rather  antiquated  methods  of  agriculture  are  employed, 
intensive  cultivation  is  an  economic  necessity  and  the 
Slavic  peasants  usually  make  good  farmers  when  trans- 
ferred to  our  rural  districts.  The  peasant  in  Europe  has 
a  higher  social  standing  than  the  common  laborer,  and 
he  resents  being  treated  as  an  inferior  in  this  country. 
It  is  not  true  that  we  receive  the  "scum  of  the  earth," 
for  the  so-called  "scum"  seldom  has  the  ambition  to 
emigrate. 

The  religion  of  most  of  our  Slavic  immigrants  is  either 
Greek    or    Roman    Catholic.     Both    churches    tended   to 


22      THE  CHURCH  AND  THE  IMMIGRANT 

foster  ecclesiasticism  at  the  expense  of  individuality,  and 
in  general  we  find  their  adherents  superstitious,  devout 
and  attached  to  their  churches.  But  when  they  reach 
America  they  are  likely  to  drift  away  from  the  old  faith 
and  become  agnostics.  Herein  lies  the  necessity  of  fur- 
nishing a  Protestant  Christian  environment. 

To  fully  understand  the  religious  viewpoint  of  these 
people,  it  is  necessary  to  realize  that  to  them  "Church" 
and  "Christianity"  always  have  a  political  connotation. 
They  are  likely  to  become  anti-clerical  as  soon  as  they 
feel  themselves  no  longer  in  the  grip  of  ecclesiastical  au- 
thority, and  this  revolt  is  apt  to  be  directed  not  simply 
against  priestcraft,  but  against  established  authority  in 
general.  It  is  no  mere  accident  that  Radical  Socialists 
are  so  often  hostile  to  the  church;  it  is  the  direct  result 
of  the  reaction  from  ecclesiasticism.  If  we  are  to  hold 
them  steady,  we  must  show  them  a  church  with  a  vital 
social  message. 

2.  Russia.  Interest  in  Russian  immigration  has 
greatly  increased  within  recent  years  because  of  the 
spread  of  Bolshevism  in  the  United  States.  Although 
not  all  the  "Reds"  have  come  from  Russia,  it  is  true  that 
the  origin  of  much  anarchistic  propaganda  may  be  traced 
to  this  unfortunate  country. 

The  attitude  of  the  church  toward  Bolshevism  is  al- 
most entirely  one  of  hostility.  Doubtless  this  attitude  is 
justified.  Surely  we  must  not  foster  in  our  country  any 
"hydra-headed  monster,"  which  will  undermine  the 
foundations  of  our  government.  But  there  is  a  vast  dif- 
ference between  hating  Bolshevism  and  hating  the  Bol- 
shevists, and  before  passing  judgment  too  harshly  we 
need  to  consider  the  facts  which  have  brought  it  into 
existence. 


THE  IMMIGRANT  IN  EUROPE  23 

The  political  situation  in  Russia  to-day  may  best  be 
characterized  as  chaos.  This  chaos  is  the  direct  out- 
growth of  political,  economic,  and  industrial  oppression. 
The  Russian  serf  has  been  kept  in  subjection  for  cen- 
turies and  now,  in  the  language  of  the  old  proverb,  the 
worm  has  turned.  The  domination  of  a  despotic  govern- 
ment and  its  attempt  to  crush  out  all  freedom  of  thought 
and  speech  by  imprisonment  and  often  by  exile  has  at 
last  borne  its  fruit. 

The  Russian  peasant  has  been  kept  in  poverty,  igno- 
rance and  spiritual  blindness.  Only  recently  has  he  pro- 
gressed sufficiently  to  be  able  to  rebel,  or  to  catch  the 
fever  of  migration.  The  Greek  Orthodox  Church  has 
spent  its  energy  in  persecuting  those  of  a  different  faith, 
and  has  failed  utterly  in  giving  any  spiritual  message  to  its 
people.  Hence  it  is  not  surprising  that  when  the  "slum- 
bering giant"  of  Russian  serfdom  has  found  the  oppor- 
tunity to  throw  off  its  shackles,  it  has  lacked  the  con- 
trolling influence  of  education  and  religion,  and  has  run 
wild. 

The  life  of  Madame  Catherine  Breshkovski,  "the  little 
grandmother  of  the  Russian  revolution,"  ^  throws  light 
upon  the  Russian  situation.  Although  the  daughter  of 
a  Russian  nobleman,  she  cast  in  her  lot  with  the  peasant 
class.  More  than  half  her  life  has  been  spent  in  im- 
prisonment or  exile  because  of  her  efforts  to  secure 
justice  for  the  downtrodden.  But  she  has  avoided  using 
methods  of  anarchy  and  violence,  and  much  of  the  sound 
element  in  the  Russian  revolution  is  traceable  to  her  influ- 
ence. She  holds  that  the  only  permanent  solution  of  the 
Russian  situation  lies  in  furnishing  opportunities  for 
universal  education  and  social  justice. 

*  Blackwell,   Alice  S.,   The  Little  Grandmother  of  the  Russian  Revolution. 


24   THE  CHURCH  AND  THE  IMMIGRANT 

The  duty  of  the  Christian  church,  at  least  in  prin- 
ciple, is  plain.  If  we  are  to  stop  the  spread  of  violence 
both  in  Russia  and  America  we  must  put  something  bet- 
ter in  its  place.  Only  through  the  formative  influence 
of  a  vital  Christianity  which  ministers  to  the  whole  life 
of  man  can  this  be  accomplished. 

V.       JEWISH   BACKGROUNDS 

The  volume  of  our  Jewish  immigration  is  exceeded 
only  by  that  of  the  Italians  and  Poles ;  and  it  surpasses 
that  of  the  Poles  in  net  increase  because  of  its  more 
permanent  character. 

The  Jews  are  now  the  only  people  in  Europe  who 
come  to  us  in  large  numbers  because  of  religious  persecu- 
tion. The  antipathy  with  which  the  Jews  are  regarded 
is  partly  economic,  as  well  as  racial  and  religious,  and 
may  be  traced  back  to  the  Middle  Ages  when  money-lend- 
ing fell  into  their  hands  because  it  was  forbidden  to 
Christians.  The  Jews  through  their  occupations  as  mer- 
chants and  money-lenders  have  been  the  immediate  agents 
in  much  of  the  poverty  which  has  actually  been  due  to 
wretched  political,  social  and  economic  organization. 
Hence  it  is  not  surprising  that  the  Jew  has  often  been 
regarded  as  the  source  of  all  evils. ^ 

The  history  of  Europe,  and  especially  of  Russia,  has 
been  full  of  anti-Semitic  riots  and  unjust  legislation. 
Russian  Jews  have  been  obliged  to  live  apart  from  others 
in  a  Pale  of  Settlement,  very  much  over-populated  be- 
cause of  inability  to  live  outside  of  it  in  safety.  But 
even  here  they  have  not  been  entirely  free  from  persecu- 
tion.    "Pogroms"  or  bitter  uprisings  against  the  Jews 

*  Fairchild,    H.    P.,   Immigration,    p.    140. 


THE  IMMIGRANT  IN  EUROPE  25 

have  caused  much  suffering  and  have  bred  much  discon- 
tent.^ 

A  proposed  solution  of  these  difficulties  is  the  Zionist 
movement,  which  aims  to  restore  Palestine  to  the  Jews 
as  a  national  home.  But  Palestine  is  economically  in- 
capable of  supporting  more  than  one-fourth  of  the  Jewish 
race.  While  the  advocates  of  the  movement  generally 
recognize  the  fact  that  only  a  comparatively  small  per- 
centage of  the  race  would  be  likely  to  return  to  Palestine, 
they  desire  to  make  it  a  political  center  so  that  the  Jew 
may  no  longer  be  without  a  country.  However,  serious 
difficulties  stand  in  the  way  of  the  project,  for  if  it  were 
attempted  religious  friction  and  political  entanglements 
with  Syria  would  inevitably  result.  Moslems  as  well  as 
Jews  claim  Palestine  as  their  home,  and  most  of  the  non- 
Jewish  population  are  strongly  opposed  to  the  plan. 
Many  Jewish  leaders  believe  that  what  the  Jew  needs 
is  not  a  separate  country,  but  equality  of  opportunity  in 
every  country. 

The  fact  that  the  Jews  have  maintained  their  identity 
and  have  prospered  through  centuries  of  bitter  persecu- 
tion bears  witness  to  their  energy  and  intelligence.  Much 
of  the  power  of  the  Jewish  people  is  traceable  to  their 
devotion  to  religion  and  their  interest  in  education.  Jew- 
ish parents  frequently  deny  themselves  food  and  other 
necessities  of  life  in  order  to  keep  their  children  in 
school.^  In  the  intellectual  pursuits  of  European  nations 
for  the  past  thousand  years  the  Jews  have  played  a 
prominent  part. 

Interest  in  education  is  increasing  among  the  Jews  as 
new  opportunities  develop,  but  the  Jew  is  falling  away 

'  Antin,  Mary,  The  Promised  Land,  p.  8. 

-  Ibid.     They  Who  Knock  at  Our  Gates,  p.  46. 


26      THE  CHURCH  AND  THE  IMMIGRANT 

from  his  old  religious  faith.  The  economic  situation 
makes  it  practically  impossible  for  him  to  observe  the 
Jewish  Sabbath,  and  many  are  unable  to  restrict  their 
diet  wholly  to  "kosher"  food.  Only  a  few  are  able  to 
give  up  the  traditional  elements  of  their  religion  and 
make  the  transition  to  twentieth  century  modes  of 
thought  and  living  without  losing  the  spiritual  elements 
of  Judaism. 

The  Jewish  church  of  to-day  is  of  three  types,  the 
Orthodox,  the  Conservative,  and  the  Reformed.^  The 
first  two  hold  to  the  Old  Testament  regulations  and  aim 
strictly  to  obey  the  law,  but  dififer  in  their  interpretation 
of  the  Scriptures.  Those  of  the  Reformed  element  be- 
lieve that  Judaism  is  plastic  and  should  be  shaped  to 
accord  with  the  times  and  country  in  which  they  live. 
The  latter  type  is  most  susceptible  to  Christian  influ- 
ence, and  offers  the  chutch  a  great  opportunity  for 
service. 

From  a  study  of  conditions  which  lead  to  Italian, 
Slavic  and  Jewish  immigration,  we  may  draw  some  gen- 
eral conclusions.  We  find  everywhere  in  southern  and 
eastern  Europe  a  crushing  economic  burden,  frequently 
joined  with  political  oppression,  from  which  the  only 
escape  seems  emigration.  We  find  also  a  general  lack 
of  educational  opportunities  and  of  vital  religious  influ- 
ences. The  situation  lays  upon  the  Christian  churches 
of  America  the  task  of  uplifting  and  spiritualizing  the 
ideals  of  those  who  seek  our  shores. 

QUESTIONS  ON  CHAPTER  I 

1.  Distinguish  between  the  old  and  the  new  immigration. 

2.  What  present-day  conditions  make  the  immigration  situa- 
tion more  acute  than  formerly  ? 

'  Roberts,  Peter,  Immigrant  Races  in  North  America,  p.  71. 


THE  IMMIGRANT  IN  EUROPE  27 

3.  Discuss  the  causes  of  Italian  immigration.  What  factor  is 
most  influential? 

4.  How  does  the  religious  situation  in  Italy  affect  the  problems 
of  Protestant  churches  in  America  ? 

5.  Discuss  the  effect  of  racial  diversity  among  the  Slavs  upon 
political  and  social  conditions  (a)  in  Europe;   (b)  in  America. 

6.  State  the  principal  changes  in  the  map  of  Europe  occa- 
sioned by  the  war.  Suggest  the  probable  effect  upon  emigra- 
tion, 

7.  In  what  respects  is  emigration  a  selective  process  ? 

8.  What  is  the  foundation  of  the  anti-religious  attitude  which 
generally  characterizes  Radical   Socialism? 

9.  Describe  the  Russian  backgrounds  of  Bolshevism. 

10.  Discuss  the  causes  and  results  of  anti-Jewish  propaganda. 
If  possible,  cite  specific  instances. 

11.  Do  you  favor  the  Zionist  movement?     Why  or  why  not? 

12.  What  factors  have  enabled  the  Jews  to  maintain  their 
identity  without  a  separate  country? 

13.  In  what  respects  do  the  conditions  of  modern  life  affect 
the  religion  of  the  Jews  ? 

14.  What  general  inferences  are  suggested  by  your  study  of 
European  backgrounds? 


Chapter  II 
THE  IMMIGRANT  IN  AMERICA 

I.       CAUSES  OF  IMMIGRATION 

1.  Underlying  Causes.  A  study  of  the  European 
backgrounds  from  which  our  immigration  is  chiefly 
drawn  has  revealed  the  fact  that  the  dominant  motive 
underlying  migration  is  economic.  In  some  sections,  po- 
litical and  religious  factors  enter  in,  but  in  general  the 
immigrant  comes  to  our  shores  because  he  expects  to  be 
able  here  to  make  more  money.  The  close  connection 
between  immigration  and  economic  conditions  in  the 
United  States  is  shown  by  the  fact  that  in  our  periods 
of  industrial  depression  immigration  has  fallen  off,  and 
in  our  periods  of  prosperity  it  has  risen  accordingly.* 

2.  Immediate  Causes.  In  addition  to  the  under- 
lying causes  which  have  already  been  discussed,  there 
are  also  certain  immediate  agencies  which  give  the  direct 
stimulus  to  migration.  These  are  the  former  immigrant, 
the  steamship  company,  and  the  labor  agent. 

(a)  The  Former  Immigrant.  Doubtless  the  most 
potent  incentive  to  emigration  is  the  influence  of  friends 
and  relatives  who  have  previously  gone  to  America.  This 
nay  come  in  the  form  of  letters  which  give  glowing 
accounts  of  the  charms  of  America,  or  it  may  arise  from 
the  prestige  attached  to  the  returned  immigrant.     When 

*  Fairchild,  H.   P.,  Immigration,  p.    145. 

28 


THE  IMMIGRANT  IN  AMERICA  29 

a  letter  from  America  is  received  it  usually  goes  the 
rounds  of  the  whole  village  and  causes  great  excitement. 
The  money  it  contains  makes  our  country  seem  a  veritable 
El  Dorado.  Former  immigrants  often  send  for  their 
families,  or  return  to  get  them.  When  the  returning 
immigrant  comes  back  to  his  native  village,  well-dressed 
and  prosperous,  he  is  a  great  personage  in  the  eyes  of 
his  old  acquaintances.  The  fever  of  emigration,  once 
started,  is  likely  to  carry  away  the  whole  village. 

The  fact  that  the  former  immigrant  tells  nothing  of 
the  rebuffs  and  hard  times  which  he  meets  in  America 
is  due  to  a  natural  tendency  to  exaggerate  the  success  of 
one's  venture.  Personal  vanity  and  friendly  interest, 
rather  than  intentional  deception,  are  responsible  for  the 
brightness  of  the  picture.  But  undoubtedly  there  is  a 
sad  disillusionment  for  many  who  find  when  they  reach 
America  that  they  cannot  pick  up  gold  dollars  every- 
where in  the  streets. 

(b)  The  Steamship  Company.  In  the  solicitation  of 
immigration  by  the  steamship  companies,  the  credulous 
peasant  is  made  the  victim  of  exploitation  for  the  sake 
of  profit.^  Since  the  occupant  of  the  steerage  puts  up 
with  coarse  food,  overcrowding,  dirt,  and  the  lack  of 
other  conveniences  and  comforts,  the  outlay  of  the  com- 
pany is  slight  in  comparison  with  the  passage  money 
which  is  paid.  Hence  the  companies  employ  hundreds  of 
agents  who  travel  among  the  peasants  of  southern  and 
eastern  Europe  and  incite  in  them  the  fever  of  migra- 
tion. By  telling  glowing  tales  of  marvelous  opportunities 
in  America  and  by  promising  to  look  after  the  immi- 
grants during  the  trip,  they  easily  induce  thousands  to 
take  passage  to  the  land  of  wealth  and  freedom. 

'  Fairchild,  H.  P.,  Immigration,  p.    148. 


30    ORGANIZATION  OF  AMERICAN  COURSES 

Since  deported  aliens  must  be  carried  back  free  of 
charge,  the  steamship  company  gives  a  preHminary  ex- 
amination at  the  port  of  embarkation,  which  doubtless 
serves  to  restrain  many  from  making  the  long  journey 
in  vain.  But  other  methods  employed  are  less  commend- 
able. Sometimes  instruction  in  lying  is  given  to  teach  the 
immigrants  how^  to  get  past  the  inspection  officers  at  the 
port  of  entry.  Sometimes  those  knov^^n  to  have  trachoma 
are  treated  in  such  a  way  that  its  outward  symptoms  tem- 
porarily disappear.  Sometimes  those  returned  are  de- 
posited far  from  their  homes  to  keep  them  from  reducing 
the  profits  of  the  company  by  quelling  the  ardor  of  their 
neighbors.* 

A  lew  of  the  United  States  ^  forbids  this  solicitation 
of  immigration  by  steamship  companies,  but  the  law 
is  exceedingly  hard  to  enforce.  Most  of  the  agents  do 
not  operate  officially,  but  in  the  guise  of  private  indi- 
viduals, in  order  to  give  their  solicitation  the  appearance 
of  friendly  interest.  Moreover,  it  is  hard  to  enforce  any 
law  in  a  foreign  country  remote  from  the  United  States. 
Hence  this  law  is  constantly  and  flagrantly  violated. 

(c)  The  Labor  Agent.  Like  the  steamship  agent, 
the  labor  agent  operates  illegally  but  extensively.  The 
law  forbidding  the  importation  of  contract  labor  is  de- 
signed to  protect  the  American  workman  from  under- 
cutting in  wages.  It  is  difficult  to  determine  to  what 
extent  the  law  is  violated,  but  it  is  quite  certain  that  the 
majority  of  immigrants  know  before  they  arrive  where 
they  are  to  receive  employment.  Sometimes  the  promise 
comes  in  the  form  of  a  "tip"  from  a  friend  or  relative 
previously  employed,  and  in  this  form  it  is  not  especially 

'  Brandenburg,  Broughton,  Imported  Americans,  p.  39. 
'Act  of  Feb.   5,   191 7,  Section   7. 


THE  IMMIGRANT  IN  AMERICA  31 

reprehensible.  But  other  means  of  evading  the  law  are 
practiced.  Sometimes  an  employer,  through  an  immi- 
grant bank,  sends  to  Europe  for  a  consignment  of  la- 
borers. These  are  met  at  the  port  of  entry  by  a  repre- 
sentative of  the  bank  posing  as  a  relative,  and  the  men 
are  given  employment  while  the  bank  receives  a  generous 
commission  taken  from  their  wages.  Sometimes  the  em- 
ployer, in  open  violation  of  the  law,  sends  directly  to 
Europe  to  recruit  the  workmen  needed  to  break  a  strike. 

The  effects  of  this  policy  were  illustrated  recently  in  a 
serious  textile  strike.  Those  who  occasioned  it  were  prin- 
cipally foreigners  who  were  brought  to  America  a  few 
years  ago  to  break  a  previous  strike.  They  came  under 
misrepresentation,  deceived  by  alluring  promises  and 
fictitious  posters  of  men  in  America  carrying  bags  of 
money  on  their  backs.  Then  when  occasion  arose,  they 
united  and  struck  for  what  they  considered  their  rights. 

3.  The  Task  of  the  Church  in  Eliminating 
False  Inducements.  Whatever  may  be  the  attitude  of 
the  church  regarding  the  desirability  of  immigration,  it 
surely  has  its  part  to  play  in  preventing  immigrants  from 
coming  under  false  pretenses.  As  it  touches  those  who 
are  already  here,  it  can  impress  upon  them  the  disastrous 
consequences  of  exaggerating  America's  charm  and  rais- 
ing too  high  the  hopes  of  their  friends  and  relatives. 
The  church  through  its  European  representatives  and 
constituency  can  help  to  restrict  and  counteract  the  in- 
fluence of  the  steamship  agent.  In  this  country,  it  can  help 
to  establish  such  an  attitude  of  cooperation  between  em- 
ployer and  employee  that  strike-breaking  will  be  unneces- 
sary, and  it  can  help  to  put  a  genuine  welcome  in  place 
of  the  doubtful  service  rendered  by  the  immigrant  bank. 
Much  valuable  assistance  may  be  given  in  helping  the 


32   THE  CHURCH  AND  THE  IMMIGRANT 

immigrant  to  make  a  proper  vocational  adjustment. 
Some  representatives  of  the  church,  in  their  zeal  to  help 
the  immigrant,  have  violated  the  contract  labor  law. 
Here,  as  elsewhere,  consecrated  common  sense  must  de- 
termine the  character  of  the  service  rendered. 


II.       DISTRIBUTION   OF    IMMIGRATION 

One  of  the  greatest  evils  attending  immigration  is  the 
congestion  of  newly  arrived  immigrants  in  our  great 
cities.  The  assimilation  of  the  immigrant,  his  relation  to 
the  American  wage-earner,  the  questions  of  crime, 
pauperism,  disease,  standard  of  living,  morality,  educa- 
tion— all  are  directly  dependent  upon  distribution. 

I.  Nature  of  Distribution.  In  geographical  dis- 
tribution we  find  the  immigrants  flocking  to  the  most 
thickly  populated  sections  of  the  United  States.  They 
settle  principally  in  the  North  Atlantic  and  North  Cen- 
tral states,  which  have  a  density  of  population  far  above 
the  average.  A  map  prepared  by  Peter  Roberts  indicates 
the  fact  that  a  line  drawn  from  Atlantic  City  to  south- 
eastern Illinois  and  then  to  northwestern  Minnesota 
would  take  in  five-sixths  of  the  new  immigration.  Al- 
though the  great  majority  of  those  who  come  were  en- 
gaged in  agriculture  in  Europe,  they  tend  here  to  congre- 
gate in  cities  about  mining  and  manufacturing  centers. 
In  over  twenty  of  our  great  cities,  the  foreign-born  con- 
stitute more  than  half  the  population,  while  in  New 
York,  Chicago,  Boston  and  Cleveland  about  three-fourths 
are  foreign. 

There  are  two  general  types  of  immigrant  communi- 
ties: (i)  the  foreign-speaking  districts  of  industrial  cities 
established  before  the  coming  of  the  recent  immigration ; 


THE  IMMIGRANT  IN  AMERICA  ^^ 

(2)  communities  almost  wholly  of  foreign  extraction 
which  have  grown  up  about  mines  or  industrial  plants. 
In  either  case  we  have  congestion  and  segregation,  with 
their  attendant  *evils, 

2.  Causes  of  Congestion  and  Segregation.  These 
two  aspects  of  improper  distribution  usually  exist  to- 
gether, and  arise  from  related,  though  not  identical 
factors. 

Immigrants  tend  to  congregate  in  cities  for  the  follow- 
ing reasons  :  ( i )  The  immigrant  usually  lands  at  a 
city  and  the  path  of  least  resistance  leads  him  to  remain 
there.  (2)  Economic  opportunities  are  more  abundant 
and  varied  in  the  city  than  in  the  country,  and  the  occu- 
pations available  require  less  capital.  Since  many  arrive 
with  so  little  money  that  they  must  secure  work  imme- 
diately, and  others  wish  to  earn  as  much  as  possible  in 
a  limited  time  in  order  to  return,  the  economic  factor  is 
very  influential.  (3)  In  the  city,  the  immigrant  can 
live  in  close  proximity  to  those  of  his  own  race,  and 
knowledge  of  English  is  less  essential.  (4)  Assistance 
from  friends  and  public  relief  agencies  is  more  available. 
(5)  The  excitement  and  novelty  of  city  life  attracts  the 
immigrant,  just  as  it  does  the  native  born. 

The  tendency  to  segregation  in  foreign-speaking  dis- 
tricts or  colonies  is  traceable  to  several  causes :  ( i )  the 
natural  desire  to  live  among  those  of  the  same  language, 
the  same  race,  and  the  same  religion;  (2)  the  influence 
of  their  religious  leaders  who  desire  to  strengthen  their 
churches  by  preserving  denominational  and  racial  sepa- 
rateness;  (3)  the  lower  cost  of  living  among  thos(  having 
the  same  standards;  (4)  the  race  prejudice  an!  aversion 
of  native  Americans,  who  refuse  to  live  in  the  same  sec- 
tion with  foreigners. 


34      THE  CHURCH  AND  THE  IMMIGRANT 

3.  Results  of  Congestion  and  Segregation.  The 
most  serious  results  of  improper  distribution  are  found 
in  lack  of  assimilation,  in  labor  difficulties,  and  in  bad 
housing  conditions. 

(a)  Lack  of  Assimilation.  When  the  immigrant  as- 
sociates only  with  those  of  his  own  race,  he  has  little 
opportunity  to  learn  the  ways  and  catch  the  spirit  of 
Americanism.  The  natural  tendency  is  to  speak  only 
his  own  language,  and  there  is  little  inducement  to  learn 
to  speak  English.  His  religious  leaders  encourage  de- 
nominational and  racial  separateness,  and  whenever 
possible  insist  upon  the  children's  attending  parochial 
schools.^  These  influences  retard  the  process  of  Ameri- 
canization and  foster  an  anti-democratic  spirit.  Racial 
cleavage  is  accentuated  and  Old  World  animosities  are 
retained. 

The  foreign  sections  in  our  cities  are  not  American, 
but  neither  are  they  European.  Too  often  the  immi- 
grant gives  up  the  traditions  and  ideals  of  the  old  coun- 
try without  acquiring  those  of  the  new ;  for  try  as  he 
may,  it  is  impossible  in  our  American  environment  to 
reproduce  the  setting  of  the  land  from  which  he  came. 

(b)  Labor  Difficulties.  The  tendency  of  immigrants 
to  congregate  in  mining  and  manufacturing  centers 
brings  them  into  sharp  conflict  with  American  workmen. 
Owing  to  a  lower  standard  of  living,  the  newly  arrived 
immigrant  works  for  lower  wages,  and  this  undercutting 
makes  the  antipathy  acute.  Labor  unions  aid  assimila- 
tion, but  not  many  of  the  recently  arrived  immigrants 
Ijoin  the  unions,  unless  obliged  to  do  so  to  get  work.^ 

'  Jenks  and  Lauck,  The  Immigration  Problem,  p.  270  ff. 
*  Ibid.,  p.   203. 


THE  IMMIGRANT  IN  AMERICA  35 

Segregation,  by  fostering  mutual  misunderstandings,  in- 
tensifies the  bitterness  aroused  by  industrial  conflicts. 

(c)  Housing  Cojiditions.  Overcrowding  is  found 
everywhere  throughout  the  foreign  colonies.  The  desire 
to  "get  rich  quick"  not  only  keeps  down  the  standard 
of  living,  but  it  also  leads  extensively  to  the  taking  of 
boarders  and  lodgers.  The  resulting  lack  of  sanitation 
and  privacy  is  harmful  to  health  and  morals.  Lack  of  a 
suitable  place  for  recreation  and  social  intercourse  leads 
to  juvenile  delinquency  and  moral  downfall.  The  chil- 
dren often  grow  away  from  their  parents,  as  they  come 
to  realize  through  American  influences  that  their  over- 
crowded, unsanitary  homes  are  not  fit  places  in  which 
to  live. 

4.  The  Task  of  the  Church  in  Promoting 
Proper  Distribution.  It  may  seem  preferable  for  the 
chivch  to  strive  to  correct  the  evils  of  the  present  situa- 
tion rather  than  to  attempt  redistribution.  In  general 
it  must  serve  the  immigrant  where  it  finds  him;  yet  the 
task  of  directing  him  to  other  fields  is  not  entirely  a 
hopeless  one. 

The  church  must  help  to  protect  and  direct  the  immi- 
grant upon  his  arrival.  At  present,  representatives  of 
various  denominations  give  assistance  at  the  ports  of 
entry  to  those  who  are  not  met  by  friends,  and  frequently 
take  them  to  immigrant  homes  to  stay  a  few  days  until 
friends  are  located  or  employment  secured.  Beyond 
question,  valuable  service  is  thus  rendered,  especially  to 
immigrant  girls.  However,  this  type  of  service  as  now 
conducted  is  inadequate  and  should  be  greatly  extended. 

The  church  has  not  yet  gone  far  enough  in  directing 
the  immigrant  to  the  place  which  he  should  fill.  In  insti- 
tutional   churches    at    every    port    of    entry    vocational 


36      THE  CHURCH  AND  THE  IMMIGRANT 

bureaus  should  be  maintained  with  skilled  psychologists 
to  determine  what  the  immigrant  is  best  fitted  to  do,  with 
investigators  to  look  into  places  of  employment  which 
may  be  recommended,  and  with  social  workers  to  keep 
in  touch  with  the  immigrant  and  see  that  he  is  surrounded 
by  proper  influences.  If  this  work  is  done  by  other 
agencies,  the  church  need  not  compete,  but  it  must  insist 
that  the  work  be  done. 

The  church  should  cooperate  with  the  government  in 
drawing  the  immigrants  to  the  farms.  While  our  cities 
are  overcrowded,  there  is  great  dearth  of  farm  labor. 
The  immigrant  by  his  previous  experience  is  well  fitted 
for  agricultural  work.  By  presenting  to  the  immigrant 
the  opportunities  available  in  rural  districts,  the  church 
can  help  to  put  him  in  a  more  healthful  environment  and 
reduce  the  congestion  in  the  cities.  The  church  in  the 
rural  districts  should  endeavor  to  overcome  the  race 
prejudice  which  leads  many  farmers  to  be  suspicious  of 
immigrant  labor. 

The  church  should  help  to  counteract  the  evil  effects  of 
congestion  and  segregation.  Above  all,  the  church  in  its 
manifold  activities  must  help  to  break  down  the  barrier 
of  separateness,  which  keeps  apart  the  native  from  the 
foreign-born  and  retards  both  Americanization  and 
evangelization. 

III.       CONTRIBUTIONS  OF   THE   IMMIGRANT   TO   AMERICAN 

LIFE 

The  immigrant  doubtless  owes  much  to  America,  but 
we  are  prone  to  forget  that  the  obligation  is  mutual. 
What  we  receive  in  the  steerage  is  not  the  refuse,  but 
the  bone  and  sinew  of  all  the  nations.    The  same  pioneer 


THE  IMMIGRANT  IN  AMERICA  37 

spirit  which  actuated  the  Pilgrim  Fathers  has  led  the 
more  venturesome  to  America,  and  as  the  immigrant 
builds  for  himself  a  home  he  likewise  helps  to  build  the 
foundations  of  American  life. 

1.  Industry.  The  industrial  debt  which  we  owe  to 
the  immigrant  has  been  stated  thus  by  Frederick  Haskin,^ 

"I  am  the  immigrant. 
I  have  shouldered  my  burden  as  the  American  man-of-all- 

work. 
I  contribute   eighty-five   per   cent   of   all   the   labor   in   the 

slaughtering  and  meat-packing  industries. 
I  do  seven-tenths  of  the  bituminous  coal  mining. 
I  do  seventy-eight  per  cent  of  all  the  work  in  the  woolen 

mills. 
I  contribute  nine-tenths  of  all  the  labor  in  the  cotton  mills. 
I  make  nineteen-twentieths  of  all  the  clothing. 
I  manufacture  more  than  half  the  shoes. 
I  build  four-fifths  of  all  the  furniture. 
I  make  half  of  the  collars,  cuffs,  and  shirts. 
I  turn  out  four-fifths  of  all  the  leather. 
I  make  half  the  gloves. 

I  refine  nearly  nineteen-twentieths  of  the  sugar. 
I  make  half  of  the  tobacco  and  cigars. 
And  yet,  I  am  the  great  American  problem." 

Wherever  the  immigrant  has  gone  he  has  formed  the 
backbone  of  industry.  He  engages  in  the  dangerous  and 
dirty  occupations,  and  as  he  takes  the  hard,  unpleasant 
jobs  the  American  workman  moves  up  to  a  higher  posi- 
tion in  the  industrial  scale.  Without  immigrant  labor, 
the  marvelous  industrial  expansion  of  America  would 
have  been  impossible. 

2.  Patriotism.  Among  the  various  factors  which 
"won  the  war,"  the  share  of  the  immigrant  must  not  be 
overlooked.  Eighty  per  cent  of  the  labor  employed  in 
the  shipyards  was  foreign;  while  immigrant  labor  pro- 

^  Haskin,   F,  J.,   The  Immigrant,  pp.    123-124. 


38   THE  CHURCH  AND  THE  IMMIGRANT 

cured  most  of  the  wood  and  steel  needed  for  the  ships. 
Without  the  immigrant,  the  railroads  would  have  been 
practically  helpless;  and  adequate  food,  clothing,  and 
munitions  could  not  have  been  produced. 

But  it  is  not  merely  in  industrial  lines  that  the  immi- 
grants helped  to  win  the  war.  They  contributed  gener- 
ously to  every  Liberty  Loan,  and  with  few  exceptions 
were  in  sympathy  with  the  cause  for  which  we  fought. 
Furthermore,  thousands  of  America's  foreign-born  went 
bravely  and  cheerfully  to  lay  down  their  lives  for  the 
country  of  their  adoption.  Every  honor  roll  is  sprinkled 
with  foreign  names. 

On  the  whole,  the  immigrant  is  loyal  to  America  in 
peace  as  in  war.  Much  apprehension  has  been  aroused 
by  some  evidences  of  growing  disloyalty,  and  this  atti- 
tude has  led  to  undue  suspicion.  Although  this  alarm  is 
not  entirely  ungrounded,  a  small  amount  of  anti-Ameri- 
can sentiment  has  caused  much  comment,  while  the  great 
preponderance  of  loyal  Americanism  has  too  often  passed 
unnoticed, 

3.  Art.  Among  the  arts,  especially  music,  our  im- 
migrant races  stand  preeminent.  Galli-Curci,  Schumann- 
Heink,  Caruso,  Kreisler,  and  many  others  of  the  world's 
greatest  musical  geniuses  bear  foreign  names.  In  fact, 
an  American  singer  who  aspires  to  be  a  prima  donna 
pays  tribute  to  the  immigrant  races  by  borrowing  a  name 
from  the  steerage  lists. ^  Great  musicians  of  foreign 
birth  may  not,  perhaps,  be  termed  "immigrants,"  but  the 
same  passionate  love  of  music  is  characteristic  of  their 
countrymen  who  move  among  us  in  a  humbler  sphere. 
The  immigrants  from  southern  and  eastern  Europe  be- 
long   to    artistic,    beauty-loving    peoples    with    a    great 

^  Antin,  Mary,   They   Who  Knock  at  Our  Gates,  p.   53. 


THE  IMMIGRANT  IN  AMERICA  39 

heritage  from  the  past,  and  when  given  an  opportunity 
to  develop  their  talents  they  contribute  largely  to  Ameri- 
can art. 

4.  Intellectual  Life.  While  the  immigrant  who 
comes  in  adult  life  is  seldom  well-educated,  he  wants  his 
children  to  have  what  he  lacks.  The  records  of  our 
schools  bear  witness  to  the  intellectual  hunger  and  mental 
capacity  of  the  children  of  immigrants ;  while  the  Lower 
East  Side  has  been  termed  the  "intellectual  capital"  of 
New  York  because  of  the  number  and  nature  of  the 
books  drawn  from  its  libraries  by  its  Jewish  population. 
Such  names  as  those  of  Jacob  Riis,  Edward  A.  Steiner, 
and  Mary  Antin  are  suggestive  of  the  contributions  of 
our  immigrant  races  to  the  intellectual  life  of  America. 

5.  The  Task  of  the  Church  in  Developing  Ap- 
preciation. It  is  the  duty  of  the  church  to  help  culti- 
vate a  proper  appreciation  of  the  immigrant.  For  this 
reason  it  is  necessary  to  discourage  the  use  of  nicknames 
and  unpleasant  epithets.  Even  the  word  "foreigner"  has 
come  to  have  such  unfavorable  connotations  that  it  is 
preferably  avoided.  The  terms  "new  Americans"  and 
"coming  Americans"  are  being  substituted  by  many  who 
wish  to  suggest  a  more  brotherly  attitude. 

Much  of  the  prejudice  felt  by  native  Americans  is 
based  on  ignorance  and  might  be  dispelled  by  a  presenta- 
tion of  the  value  Of  the  work  done  by  the  immigrant. 
On  the  other  hand,  people  must  be  led  to  see  that  the 
immigrant  is  not  a  machine,  but  that  he  has  value  in 
himself  rather  than  merely  in  what  he  does.  Then  there 
will  be  less  indifference  to  industrial  accidents  and  abuses. 

The  church  should  defend  the  immigrant  from  unjust 
criticism  and  help  to  counteract  the  antipathy  aroused  by 
exaggerated  accounts  of  anti-American  propaganda.     It 


40      THE  CHURCH  AND  THE  IMMIGRANT 

should  show  its  constituency  that  the  great  majority  of 
our  foreign-born  are  loyal  to  America,  and  that  it  is 
impossible  to  inculcate  loyalty  in  the  remainder  by 
methods  of  force  and  hatred. 

If  our  churches  are  to  be  attractive  to  the  immigrant, 
we  must  appeal  to  his  love  of  beauty  by  the  use  of  the 
best  music,  pictures,  and  architecture.  Those  who  in 
Europe  have  associated  religion  with  beautiful  churches 
will  not  be  greatly  attracted  in  this  country  by  ugly,  two- 
by-four  missions. 

The  church  must  stimulate  the  intellectual  hunger  of 
the  foreign-born  youth,  and  must  make  sure  that  facilities 
are  open  to  them  for  gratifying  it.  Scholarships  for 
Christian  education  as  leaders  of  their  own  people  are 
a  good  investment.  The  church  must  also  inculcate  a 
higher  ideal  of  service  in  the  use  of  their  intellectual 
attainments. 

We  have  seen  that  in  the  influences  which  bring  the 
immigrant  to  America,  in  the  factors  which  affect  his 
distribution,  and  in  the  contribution  he  is  making  to 
American  life,  the  immigrant  is  worthy  of  our  sym- 
pathetic interest.  In  each  of  these  fields  the  church  has 
a  task  to  perform  if  it  is  awake  to  its  opportunity  and 
true  to  its  responsibility. 

QUESTIONS  ON  CHAPTER  I! 

1.  Discuss  the  underlying  causes  of  immigration.  Trace  their 
relation  to  European  backgrounds  and  to  American  conditions. 

2.  Discuss  the  principal  immediate  inducements  to  immigra- 
tion.   What  elements  of  right  and  wrong  are  involved  in  each? 

3.  What  serious  practical  problems  are  created  by  false  in- 
ducements ? 

4.  Suggest  ways  in  which  the  churches  of  your  community 
may  help  to  eliminate  false  inducements. 


THE  IMMIGRANT  IN  AMERICA  41 

5.  What  important  immigration  problems  are  directly  de- 
pendent upon  distribution?     Suggest  the  relation  in  each  case. 

6.  Indicate  on  a  map  the  general  distribution  of  immigration. 
Trace  its  relation  to  the  industries  of  the  congested  sections. 

7.  Why  do  immigrants  tend  to  congregate  in  cities  ? 

8.  Are  there  any  colonies  of  foreign-speaking  people  in  your 
community?  If  so,  why  do  they  not  mix  with  native  Amer- 
icans ? 

9.  Discuss  the  principal  results  of  congestion  and  segregation. 

10.  In  what  ways  may  proper  distribution  be  promoted  (a)  by 
the  ordinary  local  church;  (b)  by  the  institutional  church? 

11.  Do  you  consider  immigrant  labor  indispensable  to  Amer- 
ican industry?     Why  or  why  not? 

12.  Make  a  list  of  distinguished  contributors  to  American  life 
(not  mentioned  in  the  text)  who  have  belonged  to  the  immigrant 
races. 

13.  Cite  evidences  pf  the  loyalty  of  the  immigrant  to  his 
adopted  country. 

14.  Why  is  it  important  to  discourage  the  use  of  such  terms  as 
"dago"  and  "wop"? 

15.  In  what  ways  may  the  church  cultivate  an  appreciative 
attitude  toward  the  immigrant? 


Chapter  III 

THE  PRESENT  STATUS  OF  THE 
IMMIGRANT 

The  poHtical,  social,  economic,  and  religious  aspects 
of  immigration  will  be  considered,  and  the  attitude  of 
the  church  toward  these  factors  will  be  suggested. 

I.       POLITICAL  STATUS  OF  THE  IMMIGRANT 

I.  Admission.  Our  immigration  laws  forbid  the 
admission  of  those  who  are  deemed  unfit  to  become 
American  citizens.  The  principal  classes  debarred  are 
as  follows :  ^  those  suffering  from  a  loathsome  or  dan- 
gerous contagious  disease;  insane  persons,  idiots  and 
imbeciles ;  paupers,  or  those  likely  to  become  a  public 
charge ;  anarchists ;  criminals ;  polygamists ;  prostitutes ; 
contract  laborers ;  and  those  unable  to  pass  a  literacy  test 
in  their  own  language.  These  regulations,  added  to  the 
process  of  natural  selection  which  leads  only  the  more 
ambitious  to  emigrate,  serve  to  keep  out  the  less  desir- 
able of  the  foreign-born.  But  owing  to  the  great  num- 
bers received  daily  in  normal  times,  the  examination  at 
the  port  of  entry  is  necessarily  hasty  and  disqualifications 
are  sometimes  overlooked.  It  is  especially  difficult  to 
detect  the  criminal,  the  immoral,  and  the  mentally  de- 
fective.    Fraud   is   extensively   practiced  by   the  immi- 

*  Immigration  La7v  of  1917  (abridged). 

42 


PRESENT  STATUS  OF  THE  IMMIGRANT      43 

grants  themselves,  the  steamship  companies,  the  labor 
agents,  and  the  white  slavers. 

If  the  immigration  laws  were  extended  to  provide  for 
more  thorough  examination  at  the  port  of  embarkation, 
many  difficulties  would  be  avoided.  While  those  found 
to  have  entered  unlawfully  may  be  deported  if  discovered 
within  five  years,  prevention  is  better  than  cure. 

2.  Naturalization.  The  main  requirements  for 
naturalization  ^  are  five  years  successive  residence  in  the 
United  States,  good  moral  character,  ability  to  speak 
English,  an  elementary  knowledge  of  United  States  gov- 
ernment, the  intention  to  reside  permanently  in  this  coun- 
try, and  the  willingness  to  renounce  allegiance  to  other 
foreign  powers.  Anarchists,  polygamists  and  Orientals 
are  denied  citizenship. 

To  secure  naturalization,  the  applicant,  who  must  be 
over  eighteen  years  of  age,  must  first  file  a  declaration  of 
intention,  or  take  out  his  "first  papers,"  by  applying  to 
the  clerk  of  a  United  States  District  Court  or  his  own 
County  Court  and  paying  a  fee  of  one  dollar.  Not  less 
than  two  or  more  than  seven  years  later,  he  must  enter 
his  petition  for  naturalisation,  or  take  out  his  "second 
papers,"  at  one  of  the  above  courts  with  the  fee  of  four 
dollars.  Two  witnesses  who  have  known  him  for  at 
least  five  years  must  appear  with  him  at  court  twice,  at 
an  interval  of  ninety  days,  to  testify  to  his  moral  char- 
acter and  length  of  residence  in  the  United  States.  He 
is  then  examined  as  to  his  ability  to  speak  English  and 
his  knowledge  of  United  States  government.  If  all 
requirements  are  satisfactorily  met,  he  takes  the  oath  of 
allegiance  and  is  given  a  certificate  of  citizenship. 

The  requirements  for  naturalization  are  excellent,  but 

'  Naturalisation  Law  of  1906  (abridged). 


44      THE  CHURCH  AND  THE  IMMIGRANT 

these  complicated  details  of  procedure  are  difficult  for 
the  immigrant  to  understand.  Many  are  deterred  from 
attempting  to  secure  naturalization  by  the  "red  tape"  in- 
volved, by  the  difficulty  of  securing  acceptable  witnesses, 
and  by  the  expense  incurred  in  the  fees,  the  loss  of  two 
days'  work,  and  the  payment  of  the  witnesses  for  their 
time.     The  process  needs  to  be  simplified.^ 

3.  The  Immigrant  in  Politics.  It  is  frequently 
charged  that  the  immigrant  is  the  cause  of  much  cor- 
ruption in  municipal  politics.  It  is  doubtless  true  that 
the  newly  naturalized  citizen  does  not  always  vote  wisely 
or  independently,  but  the  responsibility  does  not  rest 
wholly  upon  his  shoulders.  The  ward  politician  takes  full 
advantage  of  the  immigrant's  ignorance,  credulity,  and 
economic  necessity.  In  many  places,  where  the  foreign 
vote  is  the  balance  of  power,  its  control  is  eagerly  sought 
by  the  leaders  of  all  parties.  The  immigrant  in  his 
bewilderment  votes  for  the  one  that  pays  him  the  most, 
or  promises  him  the  best  job. 

The  environment  of  the  immigrant  is  not  calculated 
to  implant  in  him  the  finest  ideals  of  municipal  govern- 
ment. The  evils  of  bad  housing,  poor  streets,  open  vice, 
unjust  and  inefficient  police  protection,  are  ever  before 
him  as  examples  of  ways  in  which  the  law  may  profit- 
ably be  defied  in  America,  He  knows,  from  sad  experi- 
ence, the  need  of  municipal  reform,  but  he  does  not  know 
how  to  vote  in  order  to  secure  it.  When  we  consider 
the  ignorance  of  great  numbers  of  native  Americans  re- 
garding political  issues,  it  is  not  surprising  that  the  immi- 
grant finds  it  difficult  to  adapt  his  Old  World  political 
creed  to  American  conditions.     We  cannot  expect  him 

*  Abbott,  Grace,  The  Immigrant  and  the  Community,  p.  251. 


PRESENT  STATUS  OF  THE  IMMIGRANT      45 

to  vote  intelligently  unless  we  give  him  intelligent  direc- 
tion. 

4.  The  Attitude  of  the  Church  Toward  Po- 
litical Relationships.  With  regard  to  the  admission 
of  foreigners  the  church  should  aim  to  develop  a  sane 
and  sympathetic  attitude  which  will  favor  the  passage 
of  laws  ensuring  further  restriction  of  undesirables,  with- 
out the  exclusion  of  those  who  would  make  good  citizens. 
We  must  be  guided,  in  the  policy  we  advocate,  by  the 
principle  of  mutual  helpfulness  between  America  and 
the  immigrant.  The  church  should  help  to  mediate  be- 
tween the  views  of  extremists  who  clamor  either  for  ab- 
solute exclusion,  or  for  unrestricted  admission. 

In  preparing  the  foreigner  for  naturalisation,  the 
church  has  a  very  definite  responsibility.  Public  evening 
schools  and  other  agencies  conducting  citizenship  classes 
often  fail,  from  lack  of  sympathetic  interest,  to  reach  the 
immigrants  who  most  need  this  instruction.  The  church 
must  create  a  desire  for  American  citizenship,  and  must 
see  that  facilities  are  provided  for  satisfying  the  desire. 
When  the  time  for  the  naturalization  process  comes,  the 
representative  of  the  church  can  render  friendly  assist- 
ance in  helping  the  immigrant  through  the  complicated 
legal  procedure.  Some  form  of  public  recognition,  such 
as  the  citizenship  reception,  should  be  given  the  new 
Americans  upon  their  attainment  of  citizenship;  and  they 
should  be  led  to  feel  that  it  is  an  event  of  real  significance 
in  their  lives. 

While  preparing  the  immigrant  for  naturalization,  the 
church  should  aim  to  instill  in  him  the  political  ideals  and 
knowledge  of  civic  affairs  which  will  enable  him  to  vote 
conscientiously  and  intelligently.  The  church  can  aid 
greatly  in  saving  from  corruption  the  municipal  govern- 


46    THE  CHURCH  AND  THE  IMMIGRANT 

ment,  as  well  as  the  immigrant,  if  it  will  appeal  to  his 
intelligence  and  earnestness,  and  show  him  what  the  real 
issues  are.  For  this  purpose,  the  church  should  conduct 
forums  for  free  expression,  and  should  spread  wholesome 
information  through  the  foreign  language  press  and 
circulars  that  the  immigrants  can  read.  Opportunity 
should  be  given  them  to  unite  directly  through  their  own 
organizations  in  the  work  of  civic  reform.  Intelligent 
and  able  leaders  of  their  own  races  should  be  stimulated 
to  direct  these  movements  for  civic  progress.  Brotherly 
cooperation  Tinth  (not  entirely  for)  the  immigrant  will 
aid  in  building  a  better  community  and  a  better  citizenry, 

II.       SOCIAL  AND  ECONOMIC   ASPECTS  OF   IMMIGRATION 

Several  serious  problems  are  raised  by  the  presence  of 
the  immigrant.  Foremost  among  these  are  his  relations 
to  industry,  poverty,  and  crime. 

I.  Industry.  The  contributions  of  the  immigrant 
to  American  industry  have  been  previously  noted.  How- 
ever, questions  are  often  raised  as  to  whether  the  immi- 
grant supplants  the  native-born  workman  to  the  disad- 
vantage of  the  latter,  and  whether  the  immigrant  is 
responsible  for  the  evils  of  our  present  industrial  system. 

(a)  Supplanting  of  American  Workmen.  Immi- 
grant labor  predominates  in  the  mining  and  manufactur- 
ing industries.  But  the  recently  arrived  immigrants  are 
found  usually  on  the  lowest  level  of  the  industrial  scale 
in  occupations  which  require  bone  and  brawn,  while 
native  Americans  predominate  in  office  positions  and  lines 
requiring  skill  and  experience.  This  indicates  that  the 
American  workman  is  not  supplanted,  but  that  he  moves 


PRESENT  STATUS  OF  THE  IMMIGRANT      47 

up  in  the  industrial  scale  to  leave  the  heavier,  coarser 
work  to  the  foreigner. 

(b)  Low  Wages.  It  is  often  charged  that  immi- 
grant labor  keeps  down  the  wages  of  American  work- 
men, and  doubtless  this  in  some  measure  is  true.  How- 
ever, the  fault  lies  not  entirely  with  the  immigrant,  but 
with  the  employer  who  exploits  him  for  commercial  gain, 
and  with  the  consumer  who  buys  "sweat-shop"  goods 
for  the  sake  of  getting  a  bargain.  Unskilled  immigrant 
labor  is  sought  by  the  employer  for  the  reason  that  his 
necessitous  condition  and  low  standard  of  living  make 
him  willing  to  work  for  low  wages ;  his  inability  to  speak 
English  and  his  Old  World  habits  of  subordination  make 
him  tractable;  and  his  lack  of  permanent  interest  in  his 
occupation  and  his  indifiference  to  labor  organizations 
lead  to  ready  acceptance  of  existing  conditions.  Indus- 
tries dependent  upon  the  labor  of  women  and  children 
gather  around  the  mining  centers,  and  they,  too,  are 
exploited  for  commercial  gain. 

(c)  Strikes.  It  is  an  open  question  whether  strikes 
are  an  advantage  or  a  detriment  to  the  country  at  large, 
but  in  either  case  the  foreigner  is  far  less  responsible 
for  them  than  is  generally  supposed.  Competition  in 
the  labor  market  on  account  of  the  presence  of  the  immi- 
grant has  been  a  factor  in  causing  American  workmen  to 
strike;  but  the  immigrant  himself  lacks  both  the  ability 
and  the  desire  for  organization,  and  does  not  usually 
favor  striking  except  when  incited  by  labor  agitators.^ 
However,  he  and  his  family  often  suffer  the  most 
severely   from  a  prolonged  strike. 

(d)  Accidents.  It  is  often  charged  that  the  for- 
eigner is  responsible  for  the  high  percentage  of  accidents 

•  Jenks  and   Lauck,   The  Immigration  Problem,   p.   203. 


48   THE  CHURCH  AND  THE  IMMIGRANT 

in  the  industries  where  he  is  employed.  It  is  true  that 
he  seems  to  have  a  monopoly  on  the  dangerous  occupa- 
tions. However,  we  must  face  the  fact  that  slight  value 
is  often  placed  on  the  life  of  a  foreign-born  employee. 
When  he  meets  accident  or  death  through  his  inability 
to  understand  directions  given  in  English,  or  through 
the  hazardous  undertakings  demanded  by  the  foreman, 
or  through  the  employer's  failure  to  provide  safety-appli- 
ance, the  usual  comment  is,  "Only  a  dago,"  and  the  acci- 
dent is  soon  forgotten.  If  we  will  put  the  man  first  and 
production  second,  many  accidents  will  be  prevented. 

(e)  The  Attitude  of  the  Church  Toward  Indus- 
trial Relatioiuhips.  The  problems  raised  by  the  im- 
migrant's relation  to  industry  are  largely  matters  of  social 
justice.  If  we  do  not  exclude  the  foreigner,  we  must 
give  him  a  square  deal  after  he  arrives.  The  church  must 
promote  greater  sympathy  between  the  immigrant  and 
the  American  workman,  and  between  the  immigrant  and 
his  employer.  We  must  inculcate  a  universal  spirit  of 
brotherhood,  and  must  aim  to  substitute  cooperation 
for  competition.  We  must  help  to  raise  the  immigrant's 
standards,  must  see  that  he  learns  English,  and  must 
insist  that  his  health  and  safety  shall  not  be  endangered 
for  the  sake  of  profit. 

2.  Poverty.  Before  those  likely  to  become  a  public 
charge  were  excluded  by  law,  the  European  countries 
commonly  sent  over  paupers  and  dependents  for  whom 
they  did  not  wish  to  provide.  Our  present  regulations 
have  practically  stopped  the  admission  of  such  persons, 
but  poverty  is  still  common  among  our  recently  arrived 
immigrants.  It  may  be  measured  statistically  by  enumer- 
ating charity  seekers,  or  socially  by  observing  the  mode 
of  living. 


PRESENT  STATUS  OF  THE  IMMIGRANT      49 

(a)  Charitable  Assistance.  The  economic  effect  of 
living  in  America  is  shown  by  the  fact  that  while  two- 
fifths  of  our  charity  seekers  are  immigrants,  only  one- 
tenth  are  the  children  of  immigrants.  Applications  for 
charitable  assistance  are  in  most  cases  due  to  large  fami- 
lies, insufficient  wages,  lack  of  employment,  or  the  death 
or  disability  of  the  wage-earner.  The  family  hardships 
are  due  to  the  neglect  or  bad  habits  of  the  bread-winner 
in  less  than  one-fifth  of  the  cases, — a  lower  proportion 
than  among  native  Americans.^  The  immigrant  gen- 
erally hesitates  to  apply  for  aid  within  five  years  after 
arrival  for  fear  of  being  deported  as  a  public  charge, 
and  the  number  who  apply  after  that  time  is  not  great. 
Though  oppressed  by  the  high  cost  of  living,  the  immi- 
grant usually  makes  a  plucky  fight  against  adversity. 

(b)  Standard  of  Living.  The  number  who  seek 
charitable  aid  is  not  a  sufficient  evidence  of  the  extent 
of  poverty  among  the  foreign-born,  for  many  manage  to 
support  themselves  yet  live  close  to  the  margin  of  exist- 
ence. They  must  live  where  rents  are  low,  and  this  leads 
to  overcrowding  and  unsanitary  housing  conditions.  The 
children  are  unable  to  receive  the  food,  clothing,  school- 
ing, and  medical  attention  which  they  need,  while  they 
soon  fall  a  prey  to  child  labor  with  its  attendant  evils. 
The  mothers  must  often  leave  home  to  go  to  work,  while 
the  children  look  after  themselves  with  the  street  as  their 
only  playground.  This  we  call  the  foreigner's  standard 
of  living.  We  do  well  to  condemn  it,  but  in  our  con- 
demnation we  must  remember  that  he  does  not  live  in 
such  conditions  of  his  own  choice. 

(c)  The  Task  of  the  Church  in  Removing  Poverty. 
It  is  not  the  business  of  the  church  to  furnish  charitable 

'  Haskin,  F.  J.,   The  Immigrant,  p.    196. 


50      THE  CHURCH  AND  THE  IMMIGRANT 

assistance  to  the  poor.  This  is  the  duty  of  the  State, 
and  the  church  needs  only  to  make  sure  that  no  one 
suffers  from  failure  to  receive  it  when  it  is  necessary. 

However,  it  is  the  duty  of  the  church  to  help  make 
the  immigrant  self-supporting.  Through  its  influence 
upon  industrial  ideals,  it  should  aim  so  to  ameliorate 
conditions  that  insufficient  wages,  unemployment,  and 
preventable  casualties  will  cease  to  make  charity  neces- 
sary. Through  the  Goodwill  Industries  (to  be  dis- 
cussed later  in  detail)  poverty  and  its  evils  may  be  greatly 
reduced.  The  church  can  help  to  raise  the  immigrant's 
standard  of  living  by  pointing  the  way  to  better  things, 
and  by  putting  opportunities  for  better  things  within 
his  reach.  We  must  minister  to  his  economic  and  social 
needs  as  well  as  to  his  spiritual  life. 

3.  Crime.  Much  hostility  to  the  immigrant  is  based 
on  the  belief  that  he  is  responsible  for  a  disproportionate 
amount  of  crime.  However,  the  Immigration  Commis- 
sion discovered  that  this  assumption  is  ungrounded,  and 
that  immigrants  are  rather  less  inclined  toward  crimi- 
nality than  are  native  Americans.  But  the  children  of 
immigrants  commit  crime  more  often  than  the  children 
of  natives,  probably  because  of  improper  environmental 
influences,  the  tendency  to  defy  parental  authority,  and 
the  lack  of  restraining  ideals.  This  suggests  America's 
responsibility. 

(a)  Nature  of  Offenses.  Although  immigration 
does  not  materially  affect  the  amount  of  crime,  it  does 
affect  its  character.  While  the  native  American  leads 
in  gainful  offenses,  the  foreigner  predominates  in 
offenses  of  personal  violence  and  those  against  the  public 
safety.  Many  of  the  latter  simply  involve  peddling  with- 
out a  license,  due  in  many  cases  to  ignorance  of  the  city 


PRESENT  STATUS  OF  THE  IMMIGRANT      51 

ordinance.  While  seven-tenths  of  the  crimes  committed 
by  native  Americans  are  "major  offenses,"  only  six- 
tenths  of  those  committed  by  aliens  are  so  designated. 
The  kind  of  crimes  usually  committed  varies  widely 
among  the  different  races.  This  is  due  to  diversity  in 
social,  environmental  and  racial  characteristics  which 
must  be  considered  in  the  prevention  of  crime. 

(b)  Prevention  of  Crime.  Everybody  agrees  that  it 
is  better,  both  ethically  and  economically,  to  prevent  crime 
than  to  punish  the  criminal.  How  this  is  to  be  done  is 
a  difficult  problem,  but  some  steps  are  obvious  in  our 
task  of  dealing  with  the  immigrant. 

(i)  Exclusion  of  Criminals.  Greater  watch- 
fulness is  needed.  Fully  as  much  care  should  be 
taken  to  prevent  the  smuggling  of  criminals  and 
prostitutes  as  the  smuggling  of  goods. 

(2)  Removal  of  Causes.  This  can  only  be 
effected  by  placing  proper  environmental  influ- 
ences about  the  immigrant  and  building  in  him 
the  right  ideals. 

(3)  Instruction.  Many  offenses  committed 
by  the  immigrant  arise  from  the  fact  that  he  is 
ignorant  of  the  law,  unfamiliar  with  American 
customs,  or  unable  to  understand  the  police.  The 
need  of  instruction  is  obvious. 

(4)  Justice.  Unfortunately,  the  immigrant 
very  often  fails  to  get  justice  in  the  courts,  and 
the  example  thus  set  before  him  naturally  tends 
to  lower  his  respect  for  American  law.  The  in- 
justice which  he  suffers  is  due  most  frequently  to 
his  ignorance  of  English,  the  lack  of  honest  and 
competent  interpreters,  the  activity  of  "shyster" 


52   THE  CHURCH  AND  THE  IMMIGRANT 

lawyers,  and  race  prejudice.^  There  is  urgent 
need  of  public  defenders,  to  take  the  places  of 
those  who  prey  upon  the  credulity  of  the  immi- 
grant, extract  exorbitant  fees,  and  do  nothing  to 
help  him.  We  must  cease  to  have  "laws  for  the 
poor  and  lawyers  for  the  rich." 

(c)  The  Task  of  the  Church  in  Preventing  Crime. 
It  is  our  duty  to  remove  corrupting  influences  from  the 
environment  of  the  immigrant;  to  develop  in  him  the 
sort  of  character  that  will  resist  temptation ;  to  teach  him 
our  law  and  language;  and  to  make  sure  that  he  gets 
justice  in  the  courts.  Our  foreign  language  workers  may 
assist  in  providing  proper  interpreters.  We  must  have 
"missionary  lawyers"  from  whom  the  immigrant  may 
get  intelligent  and  sympathetic  assistance,  whether  he  can 
pay  for  it  or  not.  We  must  labor  for  a  better  adminis- 
tration of  justice  to  do  away  with  the  present  double 
standard  which  permits  discrimination  against  the  poor, 
and  especially  against  the  alien  poor. 

III.       RELIGIOUS   STATUS   OF   THE   IMMIGRANT 

I.  Prevailing  Religious  Status.  The  vast  ma- 
jority of  our  immigrants  are  nominally  either  Catholics 
or  Jews,  although  by  no  means  all  are  loyal  adherents 
to  these  faiths.  In  considering  the  European  back- 
grounds, it  was  pointed  out  that  these  sects  have  not  their 
former  hold  upon  their  constituency.  In  America  this 
is  still  more  true  than  in  Europe.  Through  the  indus- 
trial influences  of  this  country,  the  new  spirit  of  freedom 
and  democracy,  the  new  exactions  made  by  churches  not 

•  Abbott,  Grace,  The  Immigrant  and  the  Community,  p.   124-137. 


PRESENT  STATUS  OF  THE  IMMIGRANT      53 

supported  by  the  State,  and  the  outcropping  of  old  dif- 
ferences, thousands  of  immigrants  are  drifting  away 
from  all  religious  faith. ^  The  Radical  Socialist  stands 
out  in  open  hostility  to  religion  and  government  as  he 
has  known  them,  and  the  widespread  indifference  to  re- 
ligion raises  an  even  more  serious  problem  than  atheism 
and  open  hostility. 

2.  Influence  of  Immigrant  Churches.  The 
foreign-born  are  encouraged  by  their  religious  leaders  to 
settle  in  colonies  of  their  own  race,  to  maintain  strict 
denominational  lines,  to  send  their  children  to  parochial 
schools,  and  to  be  suspicious  of  anything  that  savors  of 
Protestantism.^  While  these  efforts  to  hold  the  loyalty 
of  their  people  are  doubtless  actuated  in  many  cases  by 
sincere  motives,  the  spiritual  and  social  needs  of  the 
immigrant  are  not  being  adequately  served. 

3.  The  Policy  of  the  Protestant  Church.  The 
attitude  of  the  Protestant  churches  toward  our  Catholic 
and  Jewish  immigration  is  a  matter  of  great  importance 
in  view  of  the  prevalence  of  these  faiths.  Only  the  most 
bigoted  would  say  that  any  denomination  should  neglect 
to  minister  to  the  needs  of  the  foreign-born  because  they 
are  not  of  the  same  household  of  faith.  But  it  is  an 
open  question  whether  an  attempt  should  be  made  to 
proselyte  those  who  are  faithful  to  their  own  churches. 
We  must  not  destroy  their  loyalty  unless  we  are  able  to 
put  a  greater  loyalty  in  its  place.  We  must  have  a  broad 
spirit  of  tolerance,  but,  on  the  other  hand,  "there  is  a 
breadth  that  becomes  mere  flatness."  ^  If  their  own 
churches  are  not  giving  them  spiritual  ideals,  the  Prot- 

'  Shriver,    W.    P.,    Immigrant   Forces,    p.    182. 

'  McClure,   Archibald,   Leadership  of  the  New  America,  p.   303. 

°  Shriver,  W.   P.,  Immigrant  Forces,  p.    180. 


54      THE  CHURCH  AND  THE  IMMIGRANT 

estant  church  must  beHeve  in  itself  enough  to  undertake 
the  task. 

Regarding  the  thousands  who  are  drifting  with  no 
rehgious  anchor,  the  task  of  the  Protestant  church  is 
clear.  It  must  show  them  a  church  with  a  vital  social 
and  spiritual  message,  and  must  seek  to  bring  them  into 
its  fellowship  as  citizens  in  the  Kingdom  of  God. 

We  have  seen  that  in  the  many  problems  and  difficul- 
ties raised  by  the  presence  of  "the  stranger  within  our 
gates,"  the  immigrant,  on  the  whole,  is  more  sinned 
against  than  sinning.  We  have  seen,  too,  that  in  the 
solution  of  these  problems  the  church  has  a  definite  task 
to  perform.  The  field  is  not  entirely  unoccupied  by  other 
agencies.  Many  are  doing  excellent  work,  and  with  them 
the  church  must  not  compete  but  cooperate,  for  effort  is 
too  precious  to  be  wasted  in  overlapping.  The  church 
in  harmony  with  these  agencies  must  insist  that  social 
justice  be  established,  and  must  minister  to  the  manifold 
needs  of  the  immigrant.  But  upon  the  church,  above  all 
other  agencies,  rests  the  task  of  inculcating  the  spirit  of 
brotherhood,  and  of  spiritualizing  the  ideals  of  the  immi- 
grant. The  means  by  which  these  tasks  may  be  accom- 
plished will  be  considered  in  the  following  pages. 

QUESTIONS  ON  CHAPTER  III 

1.  State  the  principal  requirements  for  admission.     Do  you 
think  any  changes  should  be  made?    If  so,  of  what  nature? 

2.  State  the   main   requirements  and  mode  of  procedure  in 
securing    naturahzation. 

3.  To  what  extent  is  the  immigrant  responsible  for  corrupt 
politics? 

4.  What  service  may  be  rendered  by  the  church  in  regard  to 
(a)   naturalization;   (b)  clean  politics? 

5.  Discuss  the   relation  of  the  immigrant  to  the   American 
workman. 


PRESENT  STATUS  OF  THE  IMMIGRANT      55 

6.  What  measures  should  be  taken  to  reduce  the  high  per- 
centage of  accidents  in  immigrant  labor  ? 

7.  What  can  your  church  do  to  improve  the  industrial  situa- 
tion in  your  community? 

8.  What  arc  the  principal  causes  of  poverty  among  the  for- 
eign-born ? 

9.  Discuss  the  economic  and  social  aspects  of  the  immigrant's 
standard  of  living. 

10.  Do  you  agree  w^ith  the  statement  that  it  is  not  the  business 
of  the  church  to  furnish  charitable  assistance  to  the  poor?  Give 
reasons. 

11.  Compare  the  nature  and  extent  of  crime  among  immigrants 
with  that  among  native   Americans. 

12.  What  measures  for  the  prevention  of  crime  should  be 
taken  (a)   by  the  state;   (b)   by  the  church? 

13.  What  religious  conditions  among  the  foreign-born  furnish 
a  special  challenge  to  the  Protestant  church? 

14.  Give  reasons  for  or  against  the  view  that  the  Protestant 
church  should  attempt  to  work  among  those  who  are  loyal  to 
another  faith. 


Chapter  IV 
TEACHING  ENGLISH  AND   CITIZENSHIP 

I.       THE   RESPONSIBILITY   OF   THE   CHURCH 

The  activity  of  the  church  in  its  work  with  the  immi- 
grant must  be  conducted  mainly  along  the  lines  of 
English  and  citizenship  classes,  social  uplift,  evangelism, 
and  religious  education.  It  is  our  task  to  serve  and 
uplift  the  immigrant  in  every  aspect  of  his  life,  and 
while  the  foremost  task  of  the  church  is  the  imparting  of 
spiritual  ideals,  we  must  not  overlook  the  importance  of 
helping  him  secure  the  means  by  which  to  grasp  our 
message. 

I.  The  Need  of  Teaching  English.  The  most 
direct  and  immediate  need  of  the  immigrant  is  the  ability 
to  speak  and  understand  English.  For  industrial 
efficiency,  for  prevention  of  accidents,  for  protection 
against  fraud  and  exploitation,  for  better  knowledge  of 
American  customs,  for  appreciation  of  American  ideals, 
for  the  ultimate  well-being  of  all,  whether  foreign-born 
or  native  American,  it  is  imperative  that  the  language 
barrier  be  broken  down.  Without  a  common  language 
there  can  be  no  real  assimilation. 

Assimilation  is  a  term  much  used  and  little  understood. 
Webster  defines  it  as  being  the  act  or  process  of  bringing 
to  a  likeness  or  conformity.  No  nation  can  thrive  with- 
out like-mindedness  among  its  people.  Russia  lacked 
this  uniformity  of  thought,  and  went  to  pieces.     Ger- 

56 


TEACHING  ENGLISH  AND  CITIZENSHIP      57 

many  tried  to  force  conformity  upon  her  people  by  bands 
of  authority,  and  the  bands  broke.  In  America  we  must 
build  a  like-minded  citizenry  by  common  bodies  of  knowl- 
edge and  common  ideals,  with  a  common  language  as  the 
medium  of  communication. 

2.  Relation  to  Other*  Agencies.  In  recent  years 
there  has  been  great  development  in  the  nature  and  ex- 
tent of  classes  in  English  and  citizenship  conducted  by 
the  public  school  systems,  the  industries,  the  Y,  M.  C.  A., 
and  various  private  organizations.  Then  why  need  the 
church  enter  the  field  ? 

The  church  must  undertake  its  share  in  a  nation-wide 
program  of  Americanization,  for  the  other  agencies  are 
not  wholly  adequate  to  the  task.  The  evening  schools  now 
being  conducted  reach  only  a  comparatively  small  per  cent 
of  those  who  should  be  benefited.  There  are  many  com- 
munities with  a  foreign-born  population  of  1000  or  more 
in  which  there  is  no  Americanization  agency  at  work. 
It  is  commonly  observed  that  where  public  night  schools 
are  conducted,  the  attendance  is  usually  low  because  both 
pupils  and  teachers  are  tired  after  a  hard  day's  work. 
But  a  further  reason  for  the  low  attendance  lies  in  the 
fact  that  the  public  school  system  and  other  agencies 
frequently  fail  to  furnish  the  dynamic  which  will  stimu- 
late the  foreigner  to  attend.  Unless  some  one  takes  a 
personal  interest  in  him,  printed  advertisements  are  not 
likely  to  make  him  know  or  care  very  much  about  the 
school.  Unless  the  teacher  is  sympathetic,  patient,  and 
dominated  by  a  great  desire  to  serve,  rather  than  to  draw 
his  pay  check,  attendance  cannot  long  be  maintained.  The 
church  must  furnish  this  sympathetic  personal  contact. 

The  church  must  supplement  and  cooperate  with  other 
agencies,  but  it  has  also  a  special  task  to  perform.     The 


58   THE  CHURCH  AND  THE  IMMIGRANT 

chief  reason  why  the  church  must  conduct  classes  in  Eng- 
lish and  citizenship  lies  in  the  fact  that  it  has  a  unique 
opportunity  to  emphasize  the  religious  aspects  of  our 
civilization.  Here  we  must  interpret  facts  in  the  light  of 
great  ideals  and  inspire  the  foreigner"  to  a  high  type  of 
Christian  faith  and  character. 

3,  The  Aim.  The  aim  of  church  classes  in  English 
and  citizenship  must  be:  (i)  to  spiritualize  the  ideals  of 
the  immigrant  and  develop  Christian  character;  (2)  to 
inculcate  the  American  spirit  and  loyalty  to  our  institu- 
tions; (3)  to  increase  his  efficiency  through  a  practical 
knowledge  of  our  language  and  customs. 

II.       METHODS  OF   TEACHING   ENGLISH    TO    THE   FOREIGN- 
BORN 

The  methodology  of  teaching  English  to  the  adult  im- 
migrant has  been  quite  generally  overlooked  in  spite  of 
the  importance  and  difficulty  of  the  task.  For  many 
years  we  insulted  the  intelligence  of  the  foreigner  by 
obliging  him  to  learn  to  read,  if  at  all,  from  primers  in- 
tended for  young  children.  "I  see  a  cat.  The  cat  is  on 
the  mat,"  etc.,  did  not  especially  appeal  to  his  interest. 
Recently  numerous  text-books  have  appeared,  some  of 
which  are  excellently  adapted  to  the  immigrant's  interests, 
but  there  are  surprisingly  few  which  consistently  follow 
the  laws  of  thought  involved  in  learning  to  speak  a  new 
language. 

I.  Classification  of  Methods.  Practically  all 
methods  of  learning  foreign  languages  may  be  classified 
as  direct,  indirect,  or  a  combination  of  the  two. 

(a)  The  indirect  method,  which  involves  much  study 
of  grammar  and  practice  in  translation,  is  the  one  which 
has  been  commonly   followed  in  our  high  schools  and 


TEACHING  ENGLISH  AND  CITIZENSHIP      59 

colleges  until  recently.  It  often  succeeds  in  developing 
a  good  reading  knowledge  of  the  foreign  language,  but 
seldom  gives  the  pupil  the  ability  to  speak  it.  Too  much 
attention  is  given  to  the  abstractions  of  grammar,  the, 
eye  is  trained  to  the  exclusion  of  the  ear,  and  the  learning 
process  is  encumbered  by  the  necessity  of  translating  from 
one  language  into  the  other  to  get  the  idea,  instead  of 
making  a  direct  association  between  the  idea  and  the 
new  language.    The  process  is  long  and  laborious. 

(b)  The  direct  method,  on  the  other  hand,  aims  to 
set  the  pupil  to  understanding  and  talking  the  new  lan- 
guage immediately  through  direct  connection  of  ideas 
with  words  and  sentences  in  the  new  language.  This  is 
done  in  response  to  stimuli  suggested  by  the  teacher, 
mainly  through  the  use  of  objects  and  dramatization. 
Only  the  language  to  be  learned  is  used  in  the  classroom, 
the  work  is  largely  oral,  translation  is  eliminated,  and 
grammar  study  (reduced  to  a  minimum)  is  made  to  de- 
pend upon  the  context  of  the  lesson. 

The  direct  method  is  far  superior  to  the  indirect  in 
any  form  of  language  instruction,  and  this  is  especially 
true  in  teaching  English  to  foreigners.  It  affords  the 
practical  advantage  of  permitting  people  of  various  na- 
tionalities to  be  instructed  in  the  same  class,  by  a  teacher 
who  does  not  know  their  language.  It  teaches  the  for- 
eigner to  talk  English  rather  than  simply  to  read  it,  and 
if  properly  applied  it  immediately  gives  him  something  he 
can  use  in  his  daily  life.  This  result  is  obtained  through 
the  fact  that  it  is  psychologically  adapted  to  the  laws  of 
thought  involved  in  the  learning  process.  The  little  child 
learns,  not  by  the  use  of  grammar  and  dictionary,  but 
by  imitating  the  sounds  which  he  hears  and  associating 
them  with  certain  ideas.     We  must  follow  the  natural 


6o   THE  CHURCH  AND  THE  IMMIGRANT 

method  if  we  are  to  be  successful  in  teaching  Enghsh  to 
the  foreign-born. 

2.  Methods  Based  on  the  Direct.  Several  lan- 
guage systems  have  been  worked  out  in  harmony  with 
the  principles  of  the  direct  method.  These  agree  in  gen- 
eral purpose  but  differ  somewhat  in  the  mode  of  ap- 
proach. Foremost  among  these  is  the  Gouin  theme- 
series  method,  while  others,  such  as  the  dramatic,  the 
objective,  the  pictorial,  the  development,  the  conversa- 
tion, the  phonic,  the  text-book,  and  the  laboratory 
methods,  simply  give  emphasis  to  some  particular  aspect 
of  the  direct  method.^ 

The  distinguishing  feature  of  the  Gouin  method  is  its 
use  of  the  theme,  or  series  of  connected  sentences  which 
note  the  various  steps  in  the  doing  of  a  certain  act;  for 
example,  "I  go  to  the  door;  I  turn  the  knob;  I  open  the 
door,"  etc.  The  dramatic  method  is  incorporated  in  the 
Gouin,  in  that  the  teacher  acts  out  the  processes  noted 
in  the  theme  and  causes  the  pupils  to  do  likewise.  The 
objective  method,  on  the  other  hand,  begins  by  teaching 
the  names  of  familiar  objects  without  reference  to  action, 
as  "This  is  my  eye;  This  is  my  hand,"  etc.  It  depends 
principally  on  visualization.  The  pictorial  method  gives 
further  opportunity  for  the  visual  transmission  of 
thought  by  the  use  of  pictures  to  represent  things  which 
cannot  be  brought  into  the  classroom.  The  development 
method  is  used  inductively  to  bring  out  a  connected  series 
of  ideas  by  skillful  questioning.  The  conversation 
method  emphasizes  the  need  of  inducing  the  pupil  to  talk 
on  matters  of  interest  to  him,  and  affords  excellent  oppor- 

'  For  more  detailed  accounts  of  these  methods,  see:  Goldberger,  H.  H., 
Teaching  Ettglish  to  the  Foreign-Born;  Gouin,  F.,  The  Art  of  Teaching  and 
Studying  Languages ;  Mahoney  and  Herlihy,  First  Steps  in  Americanization; 
Mass.  Dept.  of  University  Extension,  Teacher's  Handbook,  to  accompany 
Standard  Lessons  in  English  for  America  Citizenship ;  Roberts,  Peter,  English 
for  Coming  Americans,  Teacher's  Manual. 


TEACHING  ENGLISH  AND  CITIZENSHIP      6i 

tunity  for  the  teaching  of  idioms.  The  pJionic  method 
aims  to  correct  faulty  pronunciation  by  the  study  of  re- 
lated sounds,  and  to  furnish  a  key  for  the  recognition  of 
new  words.  The  text-hook  method  may  be  used  success- 
fully if  the  text  material  is  properly  constructed,  and 
if  the  teacher  insures  an  understanding  of  what  is  read 
by  oral  reproduction.  The  laboratory  method  is  used  to 
enlarge  the  immigrant's  vision  and  vocabulary  by  taking 
the  class  on  field-trips  to  points  of  interest. 

All  of  the  above  methods,  and  others  not  designated, 
may  be  used  effectively  upon  occasion.  Good  teaching 
cannot  be  done  without  a  method,  neither  can  it  be  done 
by  adhering  mechanically  to  any  one  method.  The 
teacher  should  be  ingenious  enough  to  select  what  is 
best  from  every  method  and  adapt  it  to  the  situation. 

3.  Teaching  Beginners.  The  principal  difficulties 
in  our  work  with  immigrants  arise  in  connection  with 
the  teaching  of  beginners.  Hence  the  following  sugges- 
tions are  made,  based  largely  on  the  Gouin  method. 

(a)  Teaching  Spoken  English.  The  ability  to  speak 
and  understand  English  is  the  immigrant's  primary  need, 
and  should  be  given  more  attention  than  either  reading 
or  writing. 

(i)  Use  only  English  in  the  classroom,  train 
the  ear,  and  give  much  oral  drill.  * 

(2)  Present  the  subject-matter  of  the  lesson 
in  a  connected  series  of  sentences  bearing  on  a 
certain  "theme."  To  avoid  confusion  use  only 
short  sentences,  related  by  sequence  of  time,  or 
cause  and  effect. 

(3)  Begin  with  the  sentence  rather  than  the 
separate  word,  for  the  sentence  is  the  unit  of 
thought.     Word  drill  is  helpful  after  the  word 


62      THE  CHURCH  AND  THE  IMMIGRANT 

has  been  learned  in  its  context,  but  the  memoriz- 
ing of  vocabulary  lists  should  not  be  required. 

(4)  Give  special  attention  to  the  verb,  for 
it  is  most  frequently  used  and  gives  greatest  diffi- 
culty. In  reading  charts,  the  verb  should  be 
placed  to  the  left  of  the  sentence  for  special  drill. 

(5)  Convey  the  idea  mainly  through  the  use 
of  dramatization,  objects,  and  pictures.  Action, 
gesture,  and  facial  expression  should  be  freely 
used.  Do  not  be  afraid  of  appearing  ridiculous, 
for  fun  adds  to  the  interest  and  good-will  of  the 
class.  The  objects  in  the  room  should  be  utilized, 
and  the  5  and  10  cent  stores  furnish  in  miniature 
much  valuable  objective  material.  Blackboard 
sketches,  and  pictures  which  may  be  taken  from 
magazines  and  mail-order  catalogs,  aid  materially 
in  transmitting  the  idea. 

(6)  Use  principally  objective  language,  i.  e., 
that  which  can  be  dramatized  or  made  intelligible 
through  objective  material.  Teach  subjective 
language  incidentally  through  expressions  of  com- 
mendation or  judgment.  Avoid  abstractions  and 
figurative  language,  but  teach  the  idioms  com- 
monly used. 

(7)  Avoid  technical  grammar,  but  teach  cor- 
rect usage  through  variations  of  the  lesson  mate- 
rial. Only  the  forms  most  frequently  used 
should  be  taught,  and  these  should  be  constantly 
drilled  upon  in  conversation.  The  learning  of 
abstract  rules  kills  interest. 

(8)  Give  phonic  drill  only  in  connection  with 
the  lesson  material,  and  reserve  this  largely  for 
individual   instruction   outside   of   class.      Teach 


TEACHING  ENGLISH  AND  CITIZENSHIP      63 

correct  pronunciation  through  imitation  and  cor- 
rection of  errors  when  made.  However,  perfect 
pronunciation  can  seldom,  if  ever,  be  acquired  by 
the  adult  immigrant  and  should  not  be  expected. 

(9)  Avoid  confusing  the  pupil  unnecessarily 
with  homonyms  (pair,  pare,  pear)  and  with  in- 
correct expressions  presented  for  revision.  He 
is  quite  as  likely  to  remember  an  erroneous  mean- 
ing or  form  as  the  right  one,  and  the  impression 
made  should  be  clear  and  accurate. 

(10)  Use  much  concert  work  at  first,  for  this 
eliminates  self -consciousness  and  encourages 
every  pupil  to  talk.  Aim  to  keep  all  the  pupils 
busy  and  interested  all  the  time. 

(11)  Introduce  variety  by  the  use  of  games 
which  utilize  the  vocabulary  that  has  been  ac- 
quired. Encourage  the  pupils  to  dramatize,  e.  g., 
to  conduct  a  conversation  between  salesman  and 
customer. 

(12)  Base  instruction  on  material  drawn 
from  the  daily  life  of  the  immigrant,  for  he  must 
get  from  the  lesson  something  that  he  can  use. 
Encourage  the  pupils  to  talk  about  their  work, 
their  social  interests,  and  the  "old  country."  A 
study  of  Old  World  backgrounds  made  by  the 
teacher  will  aid  greatly  in  establishing  sym- 
pathetic interest. 

(b)  Teaching  Reading.  The  teaching  of  reading 
should  be  kept  subordinate  to  instruction  in  oral  English, 
since  the  immigrant  has  less  occasion  to  use  it,  but  it 
should  be  closely  correlated  with  oral  practice.  With  be- 
ginners, the  content  should  be  entirely  familiar  before 


64   THE  CHURCH  AND  THE  IMMIGRANT 

reading  is  attempted,  for  otherwise  the  meaning  will  be 
misconstrued,  and  wrong  impressions  once  made  are  hard 
to  eradicate. 

The  conversation  theme,  after  being  thoroughly 
learned  and  practiced  orally,  should  be  carefully  written 
on  the  blackboard  and  presented  in  print  through  reading 
charts  or  typewritten  slips.  The  immigrant  who  is  able 
to  read  and  write  his  own  language  has  little  difficulty 
in  reading  English  of  which  he  has  learned  the  content 
through  oral  drill.  Illiterates  must  be  taught  to  read  in 
separate  classes,  and,  although  the  process  is  much  longer, 
the  method  is  similar. 

The  text-hook,  if  well-graded,  connected  in  thought, 
and  practical  in  content,  may  be  advantageously  used 
after  a  few  lessons.  The  immigrant  usually  feels  more 
interest  in  the  course  if  he  can  have  a  book  in  his  hands. 
However,  the  reading  and  conversation  lessons  should 
cover  a  common  subject-matter,  for  it  is  better  to  deepen 
a  few  impressions  than  to  give  a  smattering  of  many. 
The  advance  lesson  should  be  orally  developed  and  made 
familiar  before  being  assigned  for  reading  practice;  and 
after  being  read  a  thorough  understanding  of  it  should 
be  insured  through  oral  reproductions  and  answers  to 
questions  based  on  the  text.  Silent  reading,  followed 
by  oral  expression,  gives  excellent  practice  in  the  most 
common  form  of  reading.  The  mental  apathy  of  the  class 
which  often  results  when  a  single  pupil  is  reading  aloud 
may  be  averted  by  requiring  the  pupils  to  question  each 
other  on  the  text,  or  to  reproduce  orally  with  books 
closed  what  another  has  read. 

(c)  Teaching  Writing.  Writing  should  be  cor- 
related with  conversation  and  reading,  but  should  be 
made  subordinate  to  both.    The  ordinary  environment  of 


TEACHING  ENGLISH  AND  CITIZENSHIP      65 

the  imniigrint  engaged  in  industry  gives  him  Hltle  occa- 
sion to  write  except  in  his  own  language.  But  writing 
must  not  be  overlooked,  and  the  problems  which  arise 
are  those  of  penmanship  and  correct  expression. 

Literate  immigrants  familiar  with  a  script  which  differs 
from  ours  may  best  acquire  skill  in  pcniiiansJiip  through 
copying  familiar  material,  particularly  that  already  de- 
veloped in  the  conversation  theme.  It  is  very  important 
to  furnish  correct  and  legible  copies,  and  the  teacher  can 
well  afford  to  give  careful  attention  to  his  own  hand- 
writing. The  illiterate  should  be  taught  individually  to 
write  their  names  and  addresses  plainly,  and  as  much 
more  as  possible,  but  too  much  time  should  not  be  spent 
on  writing  to  the  exclusion  of  oral  drill. 

Correct  expression  in  writing,  as  well  as  excellent  ear 
training,  may  be  secured  through  exercises  in  dictation. 
These  should  consist  of  familiar,  but  not  memorized, 
material.  Spelling  should  be  taught  in  connection  with 
the  conversation  lesson,  and  here  again  it  is  better  to  learn 
a  few  common  words  well  than  to  attempt  to  cover  too 
much  ground.  Written  reproduction  of  known  material 
and  formation  of  original  sentences  illustrating  familiar 
words  give  excellent  practice  in  writing.  But  absolute 
correctness  can  not  be  expected,  and  if  the  immigrant 
conveys  his  idea  in  English  that  can  be  readily  under- 
stood the  teacher  should  not  be  over-particular.  Constant 
nagging  over  trifles  is  fatal  to  success. 

It  must  be  remembered  that  practice  in  reading  and 
writing  afford  a  valuable  asset  in  deepening  the  impres- 
sion made  by  oral  instruction.  Some  people  are  ear- 
minded,  some  are  eye-minded,  and  some  are  motor- 
minded.     Through  a  judicious  combination  of  the  three 


66   THE  CHURCH  AND  THE  IMMIGRANT 

modes  of  impression  we  must  strive  to  make  our  instruc- 
tion genuinely  effective  and  useful  to  the  immigrant. 

QUESTIONS  ON  CHAPTER  IV 

1.  Discuss  the  importance  of  teaching  EngHsh  to  the  immi- 
grant from  the  standpoint  of  (a)  the  immigrant  himself;  (b) 
industrial  efficiency;  (c)  the  public  welfare. 

2.  What  agencies  in  your  community  are  conducting  English 
and  citizenship  classes?    Do  they  cover  the  whole  field? 

3.  To  what  extent  can  your  church  cooperate  with  these 
agencies   without  duplicating  their  efforts? 

4.  Discuss  the  special  function  of  church  classes. 

5.  Why  should  not  primary  readers  be  used  in  teaching  Eng- 
lish to  the  adult  immigrant? 

6.  Discuss  the  value  of  the  indirect  method  of  teaching  lan- 
guages. 

7.  What  are  the  essential  characteristics  of  the  direct  method? 
Discuss  its  advantages. 

8.  Mention  several  methods  based  on  the  direct  and  point  out 
the  advantages  of  each. 

9.  Prepare  a  series  of  connected  sentences  which  you  could 
use  as  a  "theme"  in  teaching  a  class  of  beginners. 

10.  Make  a  list  of  the  objects  needed  in  teaching  the  above 
lesson.     How  could  dramatization  be  introduced? 

11.  Practice  teaching  the  lesson  with  a  group  of  friends  act- 
ing the  part  of  immigrants. 

12.  Criticize  your  lesson  in  the  light  of  the  suggestions  given 
in  the  text.    What  further  suggestions  would  you  make? 

13.  In  what  ways  may  a  text-book  be  used  to  advantage  in 
teaching  reading?     What  dangers  should  be  avoided? 

14.  Give  suggestions  regarding  the  aim  and  method  of  teach- 
ing writing. 

15.  Discuss  the  relative  importance  and  proper  sequence  of 
teaching  the  immigrant  to  speak,  to  read,  and  to  write  English. 
How  may  they  be  correlated? 


Chapter  V 

ORGANIZATION  OF  AMERICANIZATION 
COURSES 

I.       SUBJECT-MATTER     TO     BE     INCLUDED 

I.  General  Characteristics.  The  material  to  be 
included  in  an  Americanization  course  must  be  such  that 
it  will  help  him  to  become  a  more  efficient  and  loyal 
American  citizen.  It  must  be  practical,  for  no  class,  what- 
ever the  method  employed,  will  make  a  strong  appeal  to 
the  immigrant  unless  he  feels  that  he  is  getting  from  it 
something  that  he  can  use.  But  it  is  our  task  likewise  to 
inculcate  the  ideals  that  will  develop  greater  patriotism 
and  finer  character. 

The  course  must  always  be  adapted  to  circumstances, 
but  a  definite  plan  is  indispensable.  The  following  sug- 
gestions for  an  elementary  course  are  based  on  the 
syllabus  published  by  the  New  York  State  Department  of 
Education  and  revised  by  the  United  States  Department 
of  the  Interior. 

(a)  The  citizen — how  he  lives. 

(i)     Food,     (2)    Clothing,    (3)    Water,     (4) 
Fresh  air,  (5)  Home,  (6)  Family. 

(b)  The  citizen's  community — what  it  does  for  him. 
(i)     Fire  protection  and  prevention,  (2)  Police 

protection,  (3)  Health  protection  and  dis- 
ease prevention,  (4)  Accident  prevention, 
(5)   Public  schools,   (6)   Public  libraries, 
67 


68      THE  CHURCH  AND  THE  IMMIGRANT 

(7)    Public  streets,    (8)    Post  office,    (9) 
Recreation. 

(c)  The  citizen's  work — his  relation  to  industry, 
(i)     How  to  secure  work,  (2)  How  to  advance 

in  one's  work,   (3)  How  to  spend  money 
wisely,  (4)  How  to  save  one's  money. 

(d)  The  citizen's  country — the  United   States. 

(i)  Its  present  geography,  (2)  Its  crises  in 
history,  (3)  America's  great  men,  (4)  The 
American  flag,  (5)  HoHdays  and  national 
anniversaries. 

(e)  Becoming  a  citizen — ideals  of  American  citizen- 

ship. 
( I )     Advantages  and  responsibilities  of  Ameri- 
can  citizenship,    (2)    How   to    become   a 
citizen,    (3)   The  spirit  of  the  American 
people. 

In  addition  to  the  formal  topics  suggested  by  this  out- 
line, the  teacher  should  constantly  encourage  the  pupils 
to  discuss  in  class  matters  of  special  interest  to  them. 
Conversation  about  social  events  and  pleasures  is  not 
irrelevant,  while  if  the  teacher  is  sympathetic,  and  inter- 
ested in  teaching  immigrants  rather  than  in  teaching 
something  to  immigrants,  he  has  an  opportunity  through 
the  English  class  to  assist  in  settling  many  problems  and 
difficulties. 

2.  Church  Classes.  It  is  obvious  that  in  many  re- 
spects the  class  conducted  by  the  church  must  deal  with 
subject-matter  similar  to  that  of  the  public  schools  and 
other  agencies.  We  cannot,  as  some  have  suggested,  use 
the  Bible  as  a  text-book  in  English.  That  we  need  to 
teach  the  immigrant  the  Bible  cannot  be  questioned,  but 


AMERICANIZATION  COURSES  69 

its  phraseology  is  not  adapted  to  the  purpose  of  teaching 
EngHsh.  It  should  be  taught  separately  for  its  spiritual 
value  by  some  one  who  is  skillful  in  interpreting  it  and 
applying  its  principles  to  the  life  of  the  immigrant. 

However,  beyond  all  other  agencies  the  church  has  the 
opportunity  and  responsibility  of  bringing  before  the  im- 
migrant in  its  classes  the  great  principles  set  forth  in  the 
Bible.  Both  directly  and  indirectly  we  can  shape  our 
courses  to  develop  the  Christian  virtues  of  "love,  joy, 
peace,  long  suffering,  kindness,  goodness,  faithfulness, 
meekness,  self-control."  We  should  teach  him  that  right 
relations  to  his  home,  his  community,  his  work,  and  his 
country  are  based  not  on  selfish  greed  but  on  mutual  help- 
fulness. We  can  well  devote  a  special  section  of  the 
course  to  the  work  of  the  church, — its  purposes,  the  scope 
of  its  activity,  the  nature  of  its  services,  the  meaning  of 
its  ritual,  and  the  spirit  for  which  it  stands.  Carefully 
avoiding  the  "holier  than  thou"  attitude  which  is  fatal 
to  Christian  work,  we  must  show  the  immigrant  what 
the  church  has  to  offer  him  and  what  it  expects  in  return. 
We  must  not  fail  to  bring  before  him  through  precept 
and  example  the  vital  message  of  Christ. 

II.      ORGANIZATION    AND   ADMINISTRATION    OF    CLASSES 

I.  Securing  Enrollment.  The  immigrant  cannot 
be  expected  to  patronize  the  class  unless  it  is  forcefully 
brought  to  his  attention.  The  church  must  attract  pri- 
marily through  personal  contacts  and  sympathetic  in- 
terest, but  must  not  neglect  to  utilize  all  legitimate  modes 
of  advertising.^ 

*  Suggestions  may  be  found  in:  N.  Y.  State  Dept.  of  Education,  Community 
Organisation  and  Program  for  Americanisation  Work;  U.  S.  Dept.  of  the 
Interior,   Standards   and   Methods   In    the   Education   of  Immigrants. 


70   THE  CHURCH  AND  THE  IMMIGRANT 

(a)  A  survey  of  the  foreign-born  in  the  community 
should  be  made.  Where  a  church  survey  is  not  feasible, 
the  records  of  the  military,  school,  and  industrial  plant 
censuses  may  be  utilized.  The  survey  should  be  followed 
by  an  energetic  publicity  campaign. 

(b)  Cooperation  with  existing  agencies  should  be 
promoted.  The  church  labors  under  some  disadvantages, 
for  public  agencies  hesitate  (often  wisely)  when  asked 
to  help  advertise  a  sectarian  activity.  However,  in  many 
cases  this  objection  may  be  overcome  if  the  activity  of 
the  church  is  clearly  recognized  as  a  plan  for  community 
betterment  rather  than  for  denominational  aggrandize- 
ment. Women's  clubs,  patriotic  societies,  civic  associa- 
tions, industrial  organizations,  and  other  agencies  inter- 
ested in  Americanization  may  be  induced  to  cooperate, 
but  the  church  must  be  careful  not  to  go  beyond  its 
legitimate  sphere. 

(c)  The  cooperation  of  employers  should  be  secured, 
and  where  factory  classes  are  being  conducted  success- 
fully the  church  should  not  interfere,  but  should  strive 
for  a  combination  of  effort.  The  church  may  often  render 
its  most  valuable  service  in  stimulating  the  employer  to 
introduce  factory  classes,  instead  of  conducting  them 
itself.  Otherwise,  permission  may  be  secured  to  adver- 
tise the  church  class  by  inserting  information  slips  in  the 
pay  envelopes,  and  by  holding  "plant"  meetings  with  short 
talks  on  evening  school  advantages.  The  Goodwill  In- 
dustries afford  an  excellent  opportunity  for  publicity. 

(d)  The  cooperation  of  the  foreigners'  societies 
should  be  solicited,  and  committees  of  foreign  leaders 
should  be  secured  to  assist  in  publicity  and  shaping  of 
plans.     The  immigrant  does  not  like  to  feel  himself  an 


AMERICANIZATION  COURSES  71 

object  of  benevolence,  but  is  willing  to  cooperate   for 
mutual  helpfulness. 

(e)  Newspaper  notices  should  be  placed  both  in  the 
foreign  language  press  and  in  the  American  papers. 
Greater  success  is  ensured  when  a  spirit  of  good  will  in 
other  agencies  prompts  free  advertising,  but  money 
judiciously  spent  in  securing  publicity  is  well  invested. 

(f )  Posters,  with  striking  and  persuasive  colored  pic- 
tures, should  be  displayed,  not  only  in  the  church,  but 
if  possible  in  other  places  frequented  by  the  immigrant, 
such  as  factories,  stores,  street-cars,  lodging  places,  immi- 
grant banks,  steamship  agencies,  employment  agencies, 
etc. 

(g)  Handbills  and  dodgers  in  foreign  languages 
should  be  freely  distributed  in  alien  sections.  The  mem- 
bers of  Sunday  school  and  industrial  classes  should  be 
asked  to  take  them  home,  and  the  Boy  Scouts  are  usually 
willing  to  assist  in  distributing  them. 

(h)  Slides  advertising  the  school  should  be  displayed 
in  the  movies  conducted  by  the  church,  and  if  possible 
in  the  public  moving  picture  theaters  frequented  by  the 
foreign-born. 

(i)  Personal  contacts  established  through  the  workers 
of  the  church  form  a  most  valuable  means  of  securing 
attendance.  Announcement  should  be  made  through  the 
church  services  (especially  the  foreign  language  services 
if  such  are  conducted)  and  this  should  be  followed  by 
personal  interviews.  Calling  in  the  homes  is  helpful  if 
the  worker  is  tactful  enough  to  guard  against  the  appear- 
ance of  intrusion. 

(j)  Success  in  meeting  the  immigrant's  needs  will 
cause  a  rapid  increase  in  enrollment,  for  the  best  kind  of 
advertising  is  that  which  each  immigrant  gives  among 


^2      THE  CHURCH  AND  THE  IMMIGRANT 

his   friends  when  he  has   found  something  that  pleases 
and  helps  him. 

2.  Classification.  Proper  grouping  of  pupils  con- 
tributes greatly  to  the  success  of  the  class,  for  the 
immigrant  soon  becomes  bored  or  discouraged  if  the  work 
is  too  easy  or  too  hard  for  him.  Practical  considerations, 
such  as  limitations  of  the  available  teaching  force,  or 
wide  diversity  of  attainments  In  the  number  enrolled,  may 
prevent  an  absolutely  correct  grouping,  but  the  following 
principles  will  serve  as  a  guide. 

(a)  The  relative  ability  to  speak  English  is  the  first 
test  of  classification  and  results  usually  in  the  formation 
of  three  groups.^ 

(i)  Beginners'  classes  composed  of  those  wlio 
speak  no  English,  or  very  little. 

(2)  Intermediate  classes  composed  of  pupils 
who  speak  some  English  quite  well,  or  consider- 
able English  rather  badly,  to  the  extent  that  they 
can  make  themselves  understood  in  English. 

(3)  Advanced  classes  composed  of  those  who 
can  carry  on  a  conversation  in  English,  and  who 
wish  to  acquire  fluency  and  perfection. 

(b)  Previous  education  should  be  considered,  and  the 
illiterates  separated  from  those  who  can  read  and  write 
in  their  own  language. 

(c)  Nationality  is  an  important  basis  of  grouping  in 
the  beginners'  classes  because  of  strong  racial  prejudices 
brought  from  the  old  country.  But  racial  separateness 
need  not  be  maintained  after  the  barrier  begins  to  be 
broken  down  by  the  acquisition  of  a  common  language  and 
democratic  ideals. 

'  New    York    State    Department    of    Education,    Organization    of   Schools    in 

English  for   the  Foreign-Born,   p.   9. 


AMERICANIZATION  COURSES  -jz 

(d)  Sex  should  be  considered  in  classification,  be- 
cause the  women  respond  better  in  classes  where  they  are 
free  from  embarrassment,  and  where  their  particular  in- 
terests may  be  discussed. 

(e)  Age  and  mentality  may  be  used  as  bases  of  classi- 
fication where  the  facilities  are  adequate  for  maintaining 
a  considerable  number  of  classes. 

3.  Teachers.  It  has  been  found  to  be  more  difficult 
to  maintain  attendance  in  evening  school  classes  than  to 
secure  the  enrollment.  However,  the  secret  of  success  lies 
in  strong  teaching. 

(a)  Qualifications.  It  may  be  difficult  to  secure  an 
adequate  supply  of  trained  teachers,  but  the  following 
qualifications  are  highly  desirable : 

( 1 )  General  teaching  ability,  training  and  ex- 
perience. 

(2)  Training  in  methods  of  teaching  immi- 
grants. 

(3)  A  sympathetic  understanding  of  the  im- 
migrant's racial  characteristics  and  problems. 

(4)  An  attractive  and  forceful  personality. 

(5)  A  genuine  desire  to  serve. 

(b)  Available  Supply.  Teachers  with  public  school 
experience  are  generally  best  fitted  and  most  available  for 
this  work.  However,  the  social  service  workers  of  the 
church,  with  instruction  in  methods  of  teaching  English, 
can  generally  do  excellent  work  because  of  their  ability 
to  establish  the  friendly  contacts  which  are  essential. 
Volunteer  workers  with  teaching  experience  and  real 
ability  can  often  be  found  among  the  church  constituency 
who  will  gladly  undertake  the  work  because  of  its  possi- 
bilities of  service. 


74   THE  CHURCH  AND  THE  IMMIGRANT 

(c)  Training.  Several  of  the  state  departments  of 
education  and  some  of  the  church  boards  are  conducting 
extension  courses  for  the  training  of  teachers  in  Ameri- 
canization work.  These  are  usually  given  by  correspond- 
ence, or  through  summer  conferences.  Teachers  em- 
ployed in  church  classes  should  avail  themselves  of  this 
instruction  whenever  possible.  Otherwise,  they  should 
draw  upon  the  local  libraries  and  upon  the  material  fur- 
nished by  the  United  States  Department  of  the  Interior 
for  instruction  in  the  problems  and  methods  of  Ameri- 
canization. 

(d)  Compensation.  The  teacher  must  not  work  pri- 
marily for  his  pay  check,  neither  must  he  be  expected  to 
give  his  services  wholly  without  pay.  A  better  type  of 
work  is  usually  done  when  the  remuneration  is  adequate, 
and  it  is  good  economy  for  the  church  to  pay  well  to 
secure  the  right  sort  of  a  teacher  for  this  important  and 
difficult  task.  Yet  the  real  compensation  comes  not  in 
material  terms,  but  in  the  opportunities  for  service  which 
are  offered.  To  refuse  to  undertake  the  task  because  of 
inadequate  financial  resources  would  mean  the  omission 
of  much  work  for  which  there  is  a  vital  need. 

III.       SPECIAL   PROBLEMS  OF  CLASSES   FOR   WOMEN 

I.  The  Need  of  Special  Classes.  At  present  the 
evening  classes  almost  wholly  fail  to  reach  the  women  in 
the  homes.  The  immigrant  mothers  are  kept  at  home 
by  family  cares,  by  Old  World  traditions  which  forbid 
free  association  with  men,  and  by  distrust  of  their  own 
ability  to  learn  anything  in  school.  As  a  result,  they 
have  slight  contact  with  our  language  and  institutions 
except  through  their  children,  and  the  latter  soon  develop 


AMERICANIZATION  COURSES  75 

a  feeling  of  superiority  which  undermines  parental  au- 
thority and  respect.  But  since  the  home  is  of  vital  im- 
portance in  the  shaping  of  child  life,  it  is  highly  essential 
for  the  sake  of  the  children,  as  well  as  the  mothers,  that 
our  language  and  mode  of  living  be  taught  to  the  immi- 
grant women. 

The  coming  of  national  woman  suflFrage  has  added 
extensively  to  the  number  of  immigrant  women  who  are 
voters.  This  fact  makes  it  imperative  that  the  foreign- 
born  women  learn  enough  about  American  customs  and 
ideals  so  that  those  who  are  naturalized  citizens  may  vote 
intelligently.  This  is  all  the  more  necessary  in  view  of 
the  fact  that  hitherto  a  foreign-born  woman  has  auto- 
matically become  a  citizen  upon  the  naturalization  of  her 
husband.  The  present  movement  to  secure  the  separate 
naturalization  of  alien  women  is  a  highly  commendable 
measure. 

2.     Organization  of  Home  Classes. 

(a)  Home  Visiting.  The  instruction  of  mothers  in 
the  homes  must  be  begun  through  individual  visits 
prompted  by  friendly  interest.  The  utmost  tact  is  essen- 
tial, for  the  immigrant  resents  intrusion  as  much  as  the 
native  American  does.  It  is  not  well  to  go  without  an 
invitation,  but  this  can  usually  be  arranged  through  the 
immigrants  themselves  if  foreign-born  representatives  are 
asked  to  cooperate  in  the  Americanization  plans.  When 
a  foreign-speaking  woman  worker  is  available,  she  is 
welcomed  more  freely  than  an  American  woman.  How- 
ever, the  visiting  nurse  or  community  worker  has  an  ex- 
cellent opportunity  to  suggest  instruction  in  English  in 
connection  with  errands  on  other  business.   In  any  case,  it 


-jd      THE  CHURCH  AND  THE  IMMIGRANT 

is  essential  to  establish  a  point  of  contact  through  the 
home  interests  of  the  immigrant  woman,  and  make  her 
feel  that  the  visit  is  not  prompted  by  curiosity  or 
patronizing  benevolence,  but  by  genuine  friendliness.^ 

(b)  Mothers'  Classes.  When  a  sufficient  number  of 
the  immigrant  mothers  have  become  interested,  it  is  well 
to  form  neighborhood  groups  which  will  meet  for  in- 
struction and  social  intercourse  at  a  convenient  hour  in 
some  easily  accessible  place.  The  advantages  of  group 
teaching  are  conservation  of  time,  multiplication  of  effort, 
the  encouragement  of  numbers,  freedom  from  embarrass- 
ment, the  enthusiasm  of  concert  work,  the  fact  that  diffi- 
cult suggestions  can  be  made  without  offense,  and  the 
possibility  of  seeing  better  models  for  imitation  away 
from  home.^ 

( 1 )  Place.  Classes  may  sometimes  be  held 
in  the  homes  of  the  women.  This  promotes  socia- 
bility, but  it  is  seldom  feasible  because  of  lack  of 
proper  environment  in  which  to  teach  cleanliness 
and  American  ways  of  living.  The  community 
house  of  the  church,  if  located  in  the  foreign  sec- 
tion, affords  an  excellent  meeting  place  because  it 
can  be  made  to  serve  as  an  attractive  model  in 
matters  of  housekeeping.  Its  use  tends  to  draw 
the  women  closer  to  the  church. 

(2)  Time.  The  mothers  cannot  be  expected 
to  attend  classes  held  in  the  evening,  because  of 
family  cares.  The  best  time  is  usually  in  the 
early  afternoon,  before  the  older  children  return 
from  school.    The  younger  ones  should  be  brought 

'  Winkler,   Helen,  Council  of  Jewish   Women — Americanization  Program. 
'  California  Commission   of  Housing  and   Immigration,  A   Manual  for  Home 
Teachers,  p.    11. 


AMERICANIZATION  COURSES  yy 

to  the  class  and  cared  for  in  another  room  while 
the  mothers  are  busy  with  the  lesson.  The  church 
if  possible  should  maintain  a  day  nursery,  but 
when  this  is  not  feasible  older  girls  may  generally 
be  found  who  are  glad  to  look  after  the  bal>ies  as 
volunteer  service. 

(3)  Subjcct-Matter.  The  material  to  be  in- 
cluded in  the  lessons  should  have  a  direct  bearing 
on  the  women's  home  interests.  The  care  of  the 
baby,  cooking,  sewing,  shopping,  sanitation,  first 
aid,  etc.,  should  be  taught  for  the  practical  sug- 
gestions they  afford,  as  well  as  for  Instruction  in 
English.  Hence  it  is  especially  necessary  to 
visualize  and  dramatize  these  lessons,  and  to  teach 
by  example  as  well  as  precept.  Our  American 
ideals  and  customs  should  be  constantly,  though 
often  indirectly,  imparted.  The  mothers  should 
be  led  to  feel  that  the  public  school  system  is  not 
a  necessary  evil,  but  a  valuable  institution  with 
which  they  can  cooperate  in  the  training  of  their 
children  as  American  citizens. 

We  have  seen  that  the  church  has  a  work  to  do  in 
proA^ding  classes  in  English  and  citizenship  for  the  im- 
migrant. Some  of  the  methods  and  underlying  principles 
by  which  this  may  be  done  have  been  pointed  out.  These 
suggestions  are  not  merely  theoretical,  but  have  been 
tested  and  found  to  work.  However,  it  must  be  recog- 
nized that  there  is  much  truth  in  the  old  adage  that  "cir- 
cumstances alter  cases."  It  is  impossible  to  lay  down 
hard  and  fast  rules  that  will  cover  every  situation,  and 
the  course  of  the  church  in  its  Americanization  work, 
as  elsewhere,  must  be  guided  by  consecrated  common 


78   THE  CHURCH  AND  THE  IMMIGRANT 

sense.  We  must  consider  always  how  we  may  best  serve 
the  highest  welfare  of  those  to  whom  we  minister.  Thus 
only  can  we  receive  from  the  immigrant  the  contribution 
which  he  stands  ready  to  give  to  the  common  weal,  and 
thus  only  can  we  develop  in  the  immigrant  the  higher 
values  which  make  for  loyal  Americanism  and  Christian 
character. 

QUESTIONS  ON  CHAPTER  V 

1.  What  do  you  consider  the  most  important  topics  to  be  in- 
cluded in  an  Americanization  course  ?  Why  are  these  impor- 
tant? 

2.  Compare  the  subject-matter  of  the  church  class  with  that 
of   other   agencies. 

3.  What  methods  of  securing  enrollment  would  be  most 
feasible  in  your  church? 

4.  With  what  outside  agencies  would  it  be  possible  to  secure 
cooperation  in  your  community? 

5.  What  principles  should  determine  the  classification  of 
pupils? 

6.  Compare  the  essential  qualifications  of  the  Americanization 
teacher  with  those  of  the  Sunday  school  and  the  public  school 
teacher. 

7.  What  Americanization  work  is  being  done  by  your  state 
department  of  education*  and  by  your  church  board?  (Write 
for  literature.) 

8.  Do  you  think  your  church  ought  to  pay  its  Americaniza- 
tion workers?  Is  lack  of  funds  a  sufficient  reason  for  failure  to 
establish  classes? 

9.  Why  is  it  necessary  to  conduct  special  classes  for  women? 
ID.  If  you  were  calling  in  the  home  of  an  immigrant,  what 

would  you  attempt  to  talk  about  ? 

11.  Would  it  be  feasible  for  your  church  to  establish  a  class 
for  foreign-speaking  women?  If  so,  what  would  be  the  most 
suitable  time  and  place? 

12.  In  what  respects  would  the  subject-matter  of  such  a  class 
differ  from  that  of  the  general  class? 

13.  Summarize  the  most  important  principles  and  methods  to 
be  observed  in  conducting  church  Americanization  classes. 

^  The  name  of  the  department  dealing  with  Americanization  varies  in  differ- 
ent states. 


Chapter  VI 

RACIAL  COOPERATION   AND  INDUS- 
TRIAL BROTHERHOOD 

We  have  seen  that  the  church  in  its  Americanization 
work  must  undertake  the  task  of  breaking  down  the  lan- 
guage barrier  which  separates  the  immigrant  from  his 
American  neighbor.  But  is  the  American  really  his 
neighbor?  Too  often  he  is  not.  Too  often  a  barrier 
of  prejudice  or  superiority  raised  by  the  native-born 
stands  in  the  way  of  any  real  Americanization  of  the  im- 
migrant. This  barrier  it  is  the  task  of  the  church  to  re- 
move; and  since  industrial  relationships  undergird  the 
life  of  the  immigrant  the  church  must  not  shun  the  task 
of  putting  the  spirit  of  industrial  cooperation  in  the  place 
of  the  spirit  of  strife  and  separateness. 

I.       RACIAL  COOPERATION 

I.  The  Spirit  of  Brotherhood.  This  cannot  be 
too  often  emphasized  as  a  prime  necessity  in  every  aspect 
of  Americanization  work.  The  immigrant  justly  resents 
being  treated  as  a  problem  or  a  curiosity.  Unfortunately 
Americanization  work  has  been  taken  up  as  a  fad  by 
many  who  have  no  genuine  interest  in  the  immigrant,  and 
the  result  is  an  attitude  of  antagonism  and  suspicion. 
Many  benevolent  enterprises  have  come  to  naught  because 
of    failure    to    catch    the    immigrant's    viewpoint.     The 

79 


8o   THE  CHURCH  AND  THE  IMMIGRANT 

churches,  hke  other  social  agencies,  have  sinned  in  this 
respect,  and  are  frequently  charged  with  doing  welfare 
work  for  people  who  are  not  their  neighbors.  What  is 
needed  is  less  "slumming"  and  more  "brothering," 

The  immigrant's  hostility  to  Americanization  efforts 
has  been  intensified  by  misguided  efforts  to  blot  out,  or 
at  least  to  overshadow,  the  Old  World  associations  and 
racial  heritage  that  he  holds  most  dear.  Loyalty  to 
America  does  not  require  disloyalty  to  the  land  of  one's 
birth,  but  in  our  zeal  to  Americanize  we  sometimes  over- 
look the  splendid  racial  ideals  which  dominate  the  immi- 
grant. We  must  seek  to  foster  all  that  is  best  in  his  old 
associations,  and  welcome  gladly  the  contributions  which 
he  can  make  to  the  American  spirit.  Then  our  work  will 
develop,  as  it  should,  "a  mutual  giving  and  taking  of 
contributions  from  both  newer  and  older  Americans  in 
the  interest  of  the  common  weal."  ^ 

2.  Racial  Cooperation  in  Community  Programs. 
This  is  essential  if  we  are  to  be  genuinely  successful  in 
our  Americanization  work.  We  must  not  impose  our 
efforts  upon  the  foreign-born,  but  must  give  them  a  share 
in  both  the  shaping  and  the  execution  of  plans.  The 
more  intelligent  among  them,  and  especially  those  who 
have  been  in  this  country  for  some  time,  are  generally 
able  and  willing  to  assist  in  community  programs,  and 
their  cooperation  is  indispensable  in  reaching  their  coun- 
trymen. All  plans  for  Americanization  are  doomed  to 
failure  unless  such  contacts  are  established  that  the  immi- 
grant is  willing  to  become  Americanized. 

Practical  plans  for  racial  cooperation  on  a  large  scale 
have  been  worked  out  successfully  in  some  of  our  cities. 

'  Statement  of  Russell   Sage  Foundation. 


INDUSTRIAL  BROTHERHOOD  8i 

In  Chicago  ^  during  the  war  the  foreign-born  were  organ- 
ized through  representatives  of  their  fraternal  and  social 
organizations,  churches,  foreign-language  newspapers, 
and  occupational  interests.  An  inter-racial  committee  com- 
posed of  a  representative  of  each  racial  group  (together 
with  numerous  sub-committees  on  churches,  societies,  pub- 
licity, speakers,  professions,  trades,  etc.)  managed  all  the 
patriotic  campaigns  among  the  foreign-born  and  served 
as  a  connecting  link  with  the  Americanization  agencies. 

In  Syracuse  the  women  of  each  nationality  are  or- 
ganized into  an  auxiliary  branch  of  the  Americanization 
League,  and  their  leaders  cooperate  with  American 
women  in  assisting  the  immigrant  women  to  adopt  Amer- 
ican standards. 

The  Y.  W.  C.  A.^  has  a  staff  of  workers  of  different 
nationalities  who  through  home  visiting  give  assistance 
and  protection  to  the  newcomers,  and  through  public  ad- 
dresses establish  friendly  contact  w^ith  the  various  foreign 
societies. 

The  church  is  handicapped  in  that  it  lays  itself  open 
to  the  charge  of  proselyting  as  soon  as  it  takes  a  con- 
spicuous place  in  a  community  program  of  racial  co- 
operation. However,  this  fact  need  not  deter  the  church 
from  working  quietly  but  effectively  in  drawing  together 
the  various  Americanization  agencies  and  racial  organiza- 
tions. It  must  often  be  willing,  without  claiming  the 
credit,  to  furnish  the  dynamic  to  put  into  action  a  com- 
munity program  and  also  the  oil  to  keep  it  running 
smoothly.  Racial  prejudice  is  a  factor  which  must  be 
reckoned  with,  but  the  church  by  inculcating  a  kindly 

'  Streyckmans.  F.  J.,  "Securing  Interest  of  and  Cooperation  with  National 
and  Local  Racial  Organizations,  in  Proceedings  of  Americanization  Con- 
ference,  19 19,  p.   200. 

-  After-War  Program  of  Y.  W.  C.  A.,  Dept.  of  Work  for  Foreign-Born 
Women. 


82      THE  CHURCH  AND  THE  IMMIGRANT 

spirit  can  do  much  to  break  down  this  prejudice.  Pro- 
vided the  church  does  not  get  officious  and  demand  too 
much  prominence  for  itself,  it  can  promote  and  under- 
gird  an  extensive  program  of  community  cooperation. 

Where  it  is  not  feasible  to  undertake  a  community  pro- 
gram as  indicated  above,  the  church  can  at  least  strengthen 
its  local  Americanization  work  by  consulting  with  repre- 
sentatives of  the  various  nationalities  of  its  constituency. 
If  they  feel  that  they  are  an  integral  part  of  the  work, 
they  are  usually  quite  willing  to  assist  as  volunteers  in 
carrying  out  whatever  plans  are  adopted. 

II.       PROMOTION    OF    INDUSTRIAL    COOPERATION    AND 
EFFICIENCY 

1.  Industrial  Unrest.  The  present  industrial  sit- 
uation is  one  of  the  most  serious  problems  which  faces 
America;  and  in  the  strife  between  capital  and  labor 
which  is  evident  on  every  hand  the  immigrant  is  a  very 
important  factor.  Not  only  is  the  laboring  class  com- 
posed largely  of  the  foreign-born,  but  their  contributions 
to  industry  are  so  indispensable  that  there  can  be  no 
proper  adjustment  of  labor  difficulties  without  taking 
them  into  consideration. 

The  cause  of  the  present  industrial  ferment  is  found 
in  the  spirit  of  selfish  greed  and  bitter  competition  which 
is  prevalent  in  both  capital  and  labor.  The  welfare  of 
America  demands  that  this  spirit  of  strife  be  replaced 
by  the  spirit  of  cooperation  and  mutual  helpfulness.  For 
this  reason,  the  church  must  not  only  preach  the  prin- 
ciples of  brotherhood,  but  must  urge  the  industries  to 
adopt  such  programs  as  will  place  the  highest  welfare  of 
men  above  the  accumulation  of  fortunes.  The  responsi- 
bility for  industrial  Americanization  rests  largely  with 


INDUSTRIAL  BROTHERHOOD  83 

the  employer,  for  we  cannot  hope  to  Hft  the  immigrant 
to  finer  ideals  and  a  higher  standard  of  living  until  he  is 
given  proper  v^^orking  conditions  and  a  wage  which  will 
enable  him  to  live  in  reasonable  comfort.  But  the  immi- 
grant in  receiving  a  higher  wage  must  be  expected  in  re- 
turn to  render  a  higher  type  of  service.  We  must  teach 
him  not  only  how  to  use  his  wages  wisely,  but  also  how 
to  be  worthy  of  his  hire.  The  church  must  help  to  bridge 
the  chasm  between  employer  and  employee  by  instilling 
in  both  the  spirit  of  service  and  brotherly  love  which, 
without  restricting  industrial  production,  will  make  in- 
dustrial strife  impossible. 

2.  The  Ford  Plan.  The  Ford  Motor  Company  is 
a  striking  example  of  what  can  be  done  in  promoting 
industrial  good-will  and  mutual  welfare  without  sacri- 
ficing economic  efficiency.  Through  profit-sharing  based 
upon  fitness  and  need,  and  through  educational  work 
conducted  by  expert  advisers  who  deal  personally  with 
the  employees,  the  latter  are  given  the  opportunity  for 
self -development  and  for  cooperation  in  the  success  of 
the  plant.  The  aims  of  this  educational  work  might  well 
be  advocated  by  the  church  for  incorporation  in  other 
factory  programs.  They  are,^  to  improve  a  man's  tastes 
and  at  the  same  time  increase  his  earning  power;  to 
teach  him  to  use  his  income  in  a  constructive  manner;  to 
put  him  into  right  relations  with  his  family,  his  com- 
munity, and  his  employer ;  to  give  the  man  who  is  down 
and  out  a  chance  to  come  back ;  to  encourage  and  prepare 
the  foreigner  to  become  a  citizen.  In  keeping  with  these 
aims  vocational  classes  are  conducted  with  cultural 
emphasis,  profit-sharing  is  made  dependent  on  right 
habits,  domestic  difficulties  are  adjusted,  an  eight-hour 

'  Ford  Motor  Company,   The  Ford  Idea  in  Education. 


84      THE  CHURCH  AND  THE  IMMIGRANT 

day  and  a  minimum  $6.00  wage  are  accorded  to  all,  ex- 
convicts  are  given  a  chance  to  reinstate  themselves,  and 
factory  classes  in  English  for  the  foreign-born  are  con- 
ducted. As  a  result  of  the  spirit  of  good-will  thus 
engendered,  strikes  are  eliminated,  the  labor  turnover 
greatly  reduced,  and  the  profits  materially  increased  for 
both  employer  and  employee.  But  the  most  significant 
result  is  seen  in  the  adjustment  of  social  relationships 
and  the  personal  development  of  the  men  employed  in 
the  plant. 

3.  An  Industrial  Americanization  Program. 
The  above  program  applies  in  general  to  all  employees, 
whether  foreign-born  or  native.  In  addition,  the  church 
must  strive  to  induce  employers  to  adopt  a  specific  pro- 
gram of  Americanization.  It  can  be  shown  that  Ameri- 
canization is  not  only  a  social  and  patriotic  duty,  but  that 
it  pays  economically  in  decreasing  the  number  of  acci- 
dents, time  in  giving  orders,  waste  of  material,  cost  of 
supervision,  turnover  of  labor,  and  agitation  by  radical 
leaders. 

A  plant  Americanization  program  ^  should  include 
classes  held  during  working  hours  and  dealing  with  the 
vocabulary  peculiar  to  the  industry.  A  skilled  Ameri- 
canization executive  should  be  employed  to  supervise  the 
Americanization  work  of  the  plant.  An  accurate  record 
of  all  foreign-born  employees  should  be  kept,  and  the 
reasons  for  labor  turnover  noted  as  a  basis  for  the  adjust- 
ment of  unsatisfactory  conditions.  Since  participation  is 
essential  to  genuine  interest,  a  plant  committee  of  foreign- 
born  workmen  ought  to  be  chosen  by  the  men  themselves 
to  cooperate  with  the  Americanization  executive.  In  pro- 
motion, preference  should  be  given  to  the  men  learning 

'  Lape,  Esther  E-  -^mericanisation  in  Delaware,  p.  28. 


INDUSTRIAL  BROTHERHOOD  85 

English  and  preparing  for  citizenship.  Right  relations 
must  be  established  between  the  employees  and  the  fore- 
men, since  the  immigrant's  attitude  toward  the  plant,  and 
to  a  large  extent  toward  America,  is  determined  by  the 
treatment  accorded  him  by  his  "boss,"  Above  all,  the 
plant  must  exemplify  in  its  attitude  toward  the  employees 
the  principles  of  democracy  and  social  justice  which  un- 
derlie true  Americanism  and  vital  Christianity. 

4.  Goodwill  Industries.  The  foregoing  sugges- 
tions have  dealt  with  the  Americanization  program  which 
the  church  should  advocate  in  regard  to  the  general  in- 
dustrial situation.  In  a  more  direct  way,  the  church  is 
promoting  industrial  Americanization  through  the  Good- 
will Industries  connected  with  some  of  its  institutional 
churches. 

Among  the  Goodwill  Industries,  Morgan  Memorial  ^  in 
the  south  end  of  Boston  is  a  notable  example.  This  well- 
known  institutional  church  largely  owes  its  success  to 
the  far  vision  and  rare  ability  of  its  superintendent.  Dr. 
E.  J.  Helms,  who  has  devoted  his  life  to  the  working 
out  of  this  practical  plan  for  social  uplift.  The  exten- 
sive industrial  plant  is  only  one  aspect  of  a  many-sided 
program  of  genuine  service,  of  which  the  dominant  ob- 
jective is  human  salvage.  "Not  charity  but  a  chance" 
is  the  slogan  of  the  institution.  Its  policy  rests  on  a 
thoroughly  religious  as  well  as  business-like  basis,  and  in 
the  industries  the  saving  of  economic  goods  is  made  sub- 
ordinate and  contributory  to  the  saving  of  human  per- 
sonality. 

The  plan  of  the  Goodwill  Industries  is  simple.  They 
collect  cast-off  material  of  every  description,  give  employ- 
ment to  many  in  repairing  it,  and  sell  it  at  low  rates  to 

'  Dorion,  E.  C.  E.,  The  Redemption  of  the  South  End. 


86      THE  CHURCH  AND  THE  IMMIGRANT 

those  who  need  it.  ''Opportunity  bags"  and  auto  trucks 
are  sent  over  a  wide  radius  to  gather  in  old  clothing,  old 
magazines,  old  furniture, — in  fact,  anything  that  one  de- 
sires to  give.  This  material  is  thoroughly  disinfected, 
sorted,  and  made  over  if  necessary  under  competent  super- 
vision. It  is  this  repair  work  that  constitutes  the  prin- 
cipal occupation  of  the  industries,  for  employment  is  thus 
given  to  many  who  through  misfortune  or  mistakes  in 
life  are  unable  to  find  work  elsewhere.  An  employment 
bureau  is  conducted,  whose  object  in  most  cases  is  not  to 
give  permanent  employment,  but  to  furnish  suitable  work 
and  vocational  instruction  until  sufficient  moral  stamina 
or  enough  skill  in  a  trade  is  acquired  to  enable  one  to 
work  successfully  elsewhere.  Women,  as  well  as  men, 
are  given  the  chance  to  earn  a  decent  living  and  to  fit 
themselves  for  further  usefulness.  Printing,  cobbling, 
carpentry,  rug-making,  dressmaking,  and  millinery  are 
among  the  occupations  available  at  Morgan  Memorial. 
All  the  profits  are  paid  back  to  the  employees  in  wages, 
and  good-will  eliminates  labor  difficulties.  Payment  by 
piece-work  stimulates  effort  and  industry,  but  those 
physically  incapable  of  earning  a  living  wage  are  sub- 
sidized. The  whole  plan  of  the  Goodwill  Industries  aims 
not  to  pauperize  by  indiscriminate  charity,  but  to  develop 
character  and  economic  ability  by  helping  people  to  help 
themselves.  This  object  is  carried  out  in  the  stores  con- 
nected with  the  plant,  at  which  nothing  is  given  away  but 
practically  everything  is  sold  at  rates  accessible  to  the 
most  needy. 

While  the  Goodwill  Industries  do  not  confine  their 
services  to  immigrants,  a  large  proportion  of  those  to 
whom  they  minister  are  foreign-born.  The  immigrant 
who  meets  many  rebuffs  upon  arrival  and  can  get  em- 


INDUSTRIAL  BROTHERHOOD  87 

ployment  only  in  the  lowest  grades  of  unskilled  labor, 
finds  in  the  Goodwill  Industries  not  only  friendly  treat- 
ment and  economic  assistance,  but  the  opportunity  to  fit 
himself  for  skilled  labor.  A  considerable  number  of  for- 
eign-speaking students  preparing  for  Christian  work 
among  their  own  people  have  supported  themselves  while 
in  school  by  part-time  work  in  the  Goodwill  Industries. 
Immigrant  women,  as  well  as  men,  find  opportunity  for 
self -development.  Racial  discrimination  is  absolutely 
ruled  out,  and  contact  with  those  of  other  nationalities 
on  a  friendly  basis  serves  to  break  down  racial  antago- 
nisms. The  whole  attitude  of  the  institutional  church 
tends  to  develop  in  its  foreign-born  constituency  a  love 
for  their  common  country  and  for  the  Christian  ideals 
which  they  see  put  into  practice. 

5.  Industrial  Education.  In  addition  to  the  in- 
struction in  trades  given  to  adults  through  the  Goodwill 
Industries,  the  church  must  make  sure  that  industrial 
education  is  placed  within  reach  of  its  boys  and  girls. 
Unless  such  instruction  is  provided  by  the  public  schools, 
the  church  should  include  in  its  program  classes  in  cook- 
ing, sewing,  millinery,  gardening,  basketry,  carpentry, 
cobbling,  tinkering,  stenography,  typewriting,  bookkeep- 
ing, etc.  It  should  be  recognized  that  true  culture  as  well 
as  industrial  efficiency  may  be  promoted  through  voca- 
tional instruction.  The  children  of  the  foreign-born  must 
look  forward  in  most  cases  to  following  a  trade  by  which 
to  earn  their  living.  Hence  they  should  receive  from 
the  church  not  only  vocational  instruction,  but  vocational 
guidance  and  preparation  for  general  efficiency.  The 
principles  which  underlie  right  relations  to  one's  work 
should  be  so  instilled  through  these  classes  that  they  will 


88   THE  CHURCH  AND  THE  IMMIGRANT 

be  carried  through  Hfe  as  a  stimulus  to  greater  social 
usefulness. 

6,  Forums.  The  church  can  promote  industrial  co- 
operation and  social  justice  by  forums  for  the  discussion 
of  social  and  civic  problems.  Frank  and  open  discussion 
under  proper  auspices  is  being  recognized  as  a  valuable 
aid  in  clearing  away  false  conceptions  of  our  government 
and  the  social  order.  The  rising  tide  of  discontent  which 
finds  expression  in  Bolshevism  and  Radical  Socialism 
can  be  stayed  only  by  the  spread  of  ideas  and  ideals  which 
will  counteract  these  dangerous  tendencies.  The  church 
should  therefore  provide  opportunities  for  the  would-be 
anarchist  to  explode  his  bombs  in  noisy  but  harmless 
fashion,  and  to  listen  in  turn  to  statements  of  sane  con- 
structive policies.  Radical  Socialism  must  be  trans- 
formed to  Christian  socialism  through  addresses  presented 
by  competent,  open-minded  speakers  who  will  not  an- 
tagonize their  hearers  by  assuming  superiority  nor  con- 
fuse them  by  talking  above  their  heads.  The  church 
should  put  such  forums  on  a  religious  basis,  with  Chris- 
tian principles  clearly  exemplified,  but  any  touch  of  ob- 
trusive ecclesiasticism  is  fatal  to  success.  A  large  part 
of  this  group  is  hostile  to  the  church  because  they  think, 
with  some  reason,  that  the  church  has  been  on  the  side 
of  the  capitalist  rather  than  the  laboring  man.  Christian 
people  must  not  be  too  squeamish  if  in  these  forums  they 
berate  the  church  and  applaud  the  prayers,  for  with  many 
the  forum  is  the  only  point  of  contact  by  which  the  church 
can  reach  them.  We  need  not  relax  our  own  standards, 
but  we  must  become  all  things  to  all  men  if  we  would 
by  all  means  save  some. 


INDUSTRIAL  BROTHERHOOD  89 

QUESTIONS  ON  CHAPTER  VI 

1.  Why  is  the  immigrant  often  hostile  to  Americanization 
work?     Is  he  justified  in  this  attitude? 

2.  How  may  this  hostihty  be  overcome?  Illustrate  if  pos- 
sible by  specific  incidents. 

3.  To  what  extent  is  there  racial  cooperation  in  your  com- 
munity (a)  among  the  immigrants  themselves;  (b)  with  the 
Americanization  agencies  ? 

4.  What  further  plans  for  racial  cooperation  could  be  inaugu- 
rated? Mention  leaders  or  organizations  among  the  foreign- 
born  whose  assistance  might  be  secured. 

5.  What  do  you  consider  the  underlying  cause  of  the  present 
industrial  unrest? 

6.  What  do  you  think  should  be  the  attitude  of  the  church 
toward  capital  and  labor  ? 

7.  Discuss  the  social  and  educational  aspects  of  the  Ford  plan. 
Mention  other  industries  in  which  a  similar  policy  is  being 
pursued. 

8.  Discuss  the  value  of  industrial  Americanization  from  the 
standpoint  of  (a)  the  employee;  (b)  the  employer;  (c)  the 
consumer. 

9.  Outline  the  principal  features  of  an  industrial  Americaniza- 
tion program. 

10.  Describe  the  work  of  the  Goodwill  Industries. 

11.  Discuss  the  value  of  industrial  education.  To  what  extent 
is  it  being  given  by  the  public  schools  or  other  agencies  of  your 
community  ? 

12.  Do  you  think  the  church  ought  to  conduct  forums?  If  so, 
of  what  nature? 


Chapter  VII 
AGENCIES  OF  RACIAL  PROGRESS 

The  church  in  its  Americanization  work  has  a  sacred 
duty  to  perform.  It  must  build  in  the  immigrant  the 
ideals  which  will  make  him  a  true  citizen  of  America, 
and  in  a  higher  sense  a  citizen  of  the  Kingdom  of  God. 
But  the  church  must  also  make  possible  the  realization 
of  these  ideals,  and  for  this  purpose  a  program  of  social 
uplift  and  racial  progress  is  essential.  We  cannot  hope 
to  minister  most  effectively  to  the  higher  life  of  the  immi- 
grant while  he  is  the  victim  of  social  injustice  and  eco- 
nomic distress.  It  is  imperative  that  the  environment 
of  the  immigrant  be  made  wholesome  and  uplifting,  not 
only  as  an  aid  to  his  physical  well-being  and  happiness, 
but  as  an  instrument  in  the  realization  of  the  higher 
values. 

I.       SOCIAL  UPLIFT  IN  THE  HOMES 

We  can  hope  for  no  thorough  improvement  in  our 
social  order  until  we  make  the  homes  of  our  land  what 
they  ought  to  be.  Among  these,  the  homes  of  the  foreign- 
born  are  perhaps  in  greatest  need  of  reconstruction.  The 
low  standard  of  living  which  is  prevalent  is  due  in  part 
to  insufficient  incomes,  but  even  more  to  lack  of  knowl- 
edge of  proper  home-making.  It  must  be  the  task  of 
the  church  to  help  the  foreign-born  to  have  better  and 

happier  homes. 

90 


AGENCIES  OF  RACIAL  PROGRESS         91 

I.  Home  Visiting.  The  personal  touch  which  comes 
from  a  friendly  visit  affords  an  invahial)Ie  opportunity 
to  give  tactful  suggestions,  helpful  advice,  and  persuasion 
toward  things  American.  Immigrant  mothers  do  not  like 
to  be  "investigated"  any  more  than  American  women  do, 
and  the  work  should  be  done  skillfully  or  not  at  all.  How- 
ever, if  the  visitor  shows  a  friendly  interest  in  the  baby, 
or  otherwise  establishes  a  point  of  contact,  they  are 
usually  glad  to  learn  how  to  feed  and  clothe  the  children 
properly.  They  are  not  devoid  of  pride,  and  the  com- 
mendation of  the  visitor  affords  an  incentive  to  cleaning 
up  their  homes.  They  are  usually  eager  to  receive  advice 
from  some  one,  preferably  of  their  own  tongue,  who 
has  a  sympathetic  understanding  of  the  bewildering  prob- 
lems which  confront  them  in  this  new  land.  But  their 
Old  World  customs,  traditions,  and  religious  beliefs  must 
not  be  lightly  disregarded.  It  is  unwise  and  cruel  to 
destroy  the  old  before  something  better  is  put  in  its  place, 
and  complete  reversal  of  thoughts  and  habits  cannot  be 
expected  immediately.  The  home  visitor  must  recognize 
that  she  has  not  a  monopoly  on  everything  worth  know- 
ing, for  the  immigrant  woman  can  often  teach  her  much 
about  foreign  cookery  and  lace-making  which  the  wise 
American  will  do  well  to  learn.  These  calls  should  bind 
the  women  closer  to  the  church  and  enlist  their  sym- 
pathetic interest  in  the  work  of  the  Sunday  school.  The 
attendance  of  the  children  may  often  be  made  a  point 
of  contact.  The  calls  should  lead  to  the  establishment 
of  English  classes  (as  previously  indicated)  in  which 
practical  instruction  in  home-making  may  be  given. 

A  type  of  service  which  the  church  can  render  in  con- 
junction with  other  charitable  agencies  is  "case  work." 
Cases  of  sickness,  emergencies,  economic  distress,  legal 


92   THE  CHURCH  AND  THE  IMMIGRANT 

tangles,  etc.,  should  be  looked  into  and  suffering 
alleviated.  Frequently  the  greatest  service  is  rendered 
by  causing  the  proper  authorities  to  care  for  the  case,  for 
the  task  of  the  church  is  not  so  much  to  give  charity  as 
to  give  a  chance  for  right  living. 

2.  Mothers'  Meetings.  In  addition  to  classes  for 
instruction  in  English,  the  church  should  provide  immi- 
grant mothers  with  the  opportunity  to  get  together  for 
social  intercourse  and  discussion  of  common  interests. 
Care  must  be  taken  to  make  these  meetings,  not  simply 
uplifting,  but  interesting  and  attractive  from  the  mothers' 
viewpoint.  Much  well-intentioned  entertaining  has  failed 
because  too  great  formality,  or  intellectuality,  has  em- 
barrassed the  guests.  However,  by  giving  the  mothers 
a  large  share  in  the  planning  it  is  possible  to  arrange  pro- 
grams on  child  welfare  and  kindred  subjects  which  will 
instruct  without  detracting  from  the  pleasure  of  the  oc- 
casion. Such  social  gatherings  serve  to  break  down  racial 
antagonisms  and  foster  a  kindly  feeling  toward  the 
church. 

3.  Day  Nurseries.  Many  of  the  immigrant  mothers 
are  taken  out  of  their  homes  by  the  call  of  industry. 
The  problem  of  how  to  care  for  the  children  of  pre- 
school age  is  being  solved  in  some  churches  by  the  day 
nursery.  For  a  nominal  sum  the  mothers  may  leave  their 
babies  during  working  hours  to  be  cared  for  by  a  com- 
petent matron.  The  children  receive  nourishing  food, 
plenty  of  sleep,  and  the  chance  to  play  in  safety.  A 
kindergarten  for  the  older  ones  is  usually  maintained  in 
connection  with  the  nursery.  The  standard  of  cleanliness 
among  the  mothers  is  raised  by  the  fact  that  no  child  is 
received  unless  his  clothing  and  body  are  clean  when  he 
is  brought  to  the  nursery.     The  care  accorded  at  the 


AGENCIES  OF  RACIAL  PROGRESS         93 

nursery,  as  well  as  the  instruction  given  the  mothers, 
stimulates  more  careful  home  attention  to  the  children's 
health  and  comfort. 

The  day  nursery  plan  is  being  adopted  in  many  places 
as  a  means  of  caring  for  the  younger  children  while  the 
parents  are  at  church.  Immigrant  mothers,  even  more 
than  American  women,  are  prone  to  feel  that  they  must 
stay  at  home  on  Sunday  on  account  of  the  pressure  of 
family  cares.  But  if  the  younger  children  can  be  cared 
for  during  the  service,  there  is  less  to  prevent  them  from 
attending  church. 

II.       PUBLIC  HEALTH  AND  SANITATION 

Public  health  in  many  respects  is  closely  joined  with 
the  proper  care  of  the  home  and  family.  The  church 
must  seek  the  fullest  development  of  bodily  vigor  in  its 
people,  not  only  for  the  sake  of  the  individual,  but  for 
the  good  of  society.  Here,  as  elsewhere  in  its  program, 
it  must  not  duplicate  the  w^ork  of  other  agencies,  but  must 
stimulate  the  public  authorities  to  conscientious  action 
and  must  supply  whatever  needed  service  other  agencies 
fail  to  render. 

1.  Visiting  Nurses  are  rendering  valuable  aid  in 
teaching  sanitation,  checking  disease,  and  connecting  the 
immigrant  with  medical  aid.  This  service  may  well  be 
incorporated  in  the  program  of  home  visiting  previously 
outlined.  An  especially  important  contribution  rendered 
by  the  visiting  nurse  is  the  discovery  and  arresting  of 
tuberculosis  in  its  incipient  stages. 

2.  Child  Welfare  Stations  are  needed  in  order 
that  immigrant  mothers,  unable  to  employ  a  physician, 
may  secure  advice  as  to  the  care  of  their  sick  children. 
Improper  feeding  and  dosing  with  harmful  nostrums  have 


94   THE  CHURCH  AND  THE  IMMIGRANT 

taken  many  lives  which  might  have  been  saved  by  a  few 
simple  instructions.  A  church  can  well  afford  to  employ 
a  skillful  doctor,  dentist,  and  oculist  to  give  free  clinics 
to  its  foreign  constituency,  if  such  service  is  not  other- 
wise provided. 

3.  Feeding  Hungry  School  Children  is  fre- 
quently a  religious  service,  for  malnutrition  interferes 
with  the  general  development  of  body,  mind,  and  spirit. 
Wholesome  lunches,  when  not  available  at  the  public 
schools,  are  being  served  in  some  churches  at  a  low  cost, 
free  to  those  who  cannot  pay  for  them. 

4.  Baths  in  the  community  house  teach  that  cleanli- 
ness is  next  to  godliness,  and  supply  a  comfort  hard  to 
obtain  where  housing  conditions  are  deficient. 

5.  Enforcement  of  Health  Regulations.  Many 
of  our  cities  contain  tenements  and  slum  sections  where 
housing  regulations  are  violated  and  living  conditions  are 
unsanitary  beyond  measure.  This  is  frequently  due  to 
the  greed  of  landlords  who  do  not  want  to  incur  the 
expense  of  remodeling  the  tenement  or  installing  sanitary 
equipment.  It  is  obviously  the  duty  of  Boards  of  Health, 
or  other  public  officials,  to  remedy  such  conditions,  but 
they  sometimes  need  to  be  reminded  of  their  duty.  Care 
should  also  be  taken  to  secure  the  proper  enforcement 
of  vaccination,  quarantine,  and  fumigation  regulations. 
It  is  the  duty  of  the  church  to  arouse  public  opinion  to 
the  importance  of  sanitary  measures,  and  to  insist  that 
health  regulations  be  everywhere  enforced  regardless  of 
financial  considerations. 

6.  Health  Campaigns  are  being  effectively  pro- 
moted by  the  church,  "Better  Babies"  propaganda  and 
"Swat  the  Fly"  campaigns  can  be  pushed  zealously,  and 
with  as  much  success,  among  the  foreign-born  as  among 


AGENCIES  OF  RACIAL  PROGRESS        95 

native  Americans.  Through  posters  that  tell  a  story, 
through  talks  that  can  be  understood,  through  repeated 
warnings  against  the  spread  of  contagion,  the  general 
standard  of  health  and  sanitation  is  being  raised.  Health 
education  is  proving  a  most  effective  means  of  improving 
the  general  tone  of  the  home  and  the  community. 

III.       RECREATION 

It  is  impossible  to  preserve  the  moral  and  physical  vigor 
without  opportunities  for  wholesome  recreation.  Since 
the  foreign-speaking  districts  are  notably  lacking  in 
facilities  for  the  right  sort  of  play,  the  church  must  supply 
this  deficiency. 

1.  Playgrounds.  Street-land  is  usually  the  play- 
ground of  the  foreign  child  while  out  of  school,  and  here 
juvenile  delinquency  is  bred.  "Shooting  craps"  for  pen- 
nies and  pillaging  peddlers'  carts  are  not  heinous  offenses 
in  themselves,  but  they  tend  to  form  habits  of  gamblijig 
and  thievery.  If  supervised  playgrounds  are  not  pro- 
vided at  public  expense,  proper  facilities  for  play  should 
be  made  accessible  by  the  church. 

2.  Fresh  Air  Outings  during  the  hot  summer 
months  bring  happiness  and  strength  to  the  children  of 
the  foreign  districts.  The  church  which  provides  a  farm 
or  camp  to  which  to  send  its  children  and  young  people 
by  groups  during  the  vacation  season  renders  a  valuable 
service  to  body,  mind,  and  spirit.  The  mothers,  too,  need 
a  vacation  occasionally,  and  provision  should  be  made 
to  give  them  an  outing  in  the  country  away  from  family 
cares. 

3.  Gymnasium  Classes  and  Athletics.  The  need 
of  a  properly  equipped  gymnasium  is  being  increasingly 
recognized  by  the  churches.     Opportunities   for  whole- 


96   THE  CHURCH  AND  THE  IMMIGRANT 

some  recreation  accomplish  more  than  many  preachments 
in  drawing  young  people  away  from  dance  halls,  for  no 
amount  of  berating  the  dance  will  be  effectual  until  we 
are  ready  to  put  something  in  its  place.  Every  normal 
boy  or  girl  is  interested  in  athletics,  and  frequently  the 
gymnasium  serves  to  bring  the  church  in  touch  with  those 
who  would  otherwise  be  outside  the  reach  of  its  influence. 
The  classes  themselves  if  conducted  by  competent  teachers 
not  only  develop  strong  bodies,  but  help  to  build  strong 
characters.  Clean  sportsmanship  and  fair  play  can  be 
fostered  by  athletics  as  by  no  other  agency.  Inter-church 
contests  serve  to  develop  loyalty  to  one's  church  and  to 
the  spirit  for  which  it  stands.  In  the  gymnasium,  not 
nationality  but  merit  is  the  criterion  of  approval  and  all 
mingle  together  as  Americans. 

4.  Moving  Pictures  are  becoming  everywhere  the 
dominant  form  of  diversion  because  of  their  inexpensive- 
ness  and  accessibility.  Unfortunately  the  pictures  most 
commonly  presented  in  the  foreign  districts  appeal  to  the 
lower  instincts  and  give  abnormal  conceptions  of  life.  If 
the  church  is  to  counteract  the  degrading  influence  of 
such  pictures,  it  must  install  movies  of  its  own  and  show 
films  so  uplifting  and  attractive  that  the  others  will  cease 
to  be  an  attraction.  This  involves  the  long,  slow  process 
of  influencing  one's  tastes  to  voluntarily  choose  the  better, 
but  it  is  possible  thus  to  develop  appreciation  of  good  art 
as  well  as  good  morals, 

5.  Social  Gatherings  are  essential  to  the  program 
of  any  church,  and  are  especially  important  among  the 
foreign-born  because  of  the  need  of  stimulating  good 
fellowship  and  brotherliness.  The  different  racial  groups 
should  be  encouraged  to  meet  together  and  mingle  with 
Americans  on  the  common  plane  of  comradeship  and  good 


AGENCIES  OF  RACIAL  PROGRESS        97 

fun.  It  is  not  easy  to  make  them  forget  racial  antago- 
nisms and  feel  at  ease,  but  it  can  be  accomplished  by  cen- 
tering attention  on  something  which  can  be  enjoyed  by  all. 
6.  Opportunities  for  Entertaining  Friends 
should  be  made  accessible  at  the  church  community  house. 
Girls  living  in  lodging  houses  or  squalid  homes  often 
have  no  place  except  the  street  or  the  movies  in  which 
they  may  see  their  men  friends.  A  proper  place  at  the 
community  house  where  they  may  receive  callers  goes 
far  toward  safeguarding  their  morals;  while  appreciation 
of  the  friendly  attitude  of  the  church  serves  to  bind 
them  more  closely  to  its  influences. 

IV.     elimination  of  destructive  agencies 

I.  Destructive  Institutions.  One  of  the  most  ob- 
vious services  to  be  included  in  a  program  of  social  uplift 
is  the  elimination  of  agencies  which  prey  upon  the  immi- 
grant. Destructive  forces  like  the  saloon,  the  house  of 
prostitution,  and  the  gambling  den  are  ever  on  the  alert 
to  draw  in  the  unwary  immigrant ;  while  the  constructive 
forces,  including  even  the  churches,  are  too  often  content 
simply  to  let  him  go  his  way.  The  attitude  of  indiffer- 
ence to  harmful  institutions  which  prevails  among  very 
many  good  people  is  a  serious  menace  to  our  country. 
To  be  sure,  the  saloon  is  no  longer  with  us  in  open  form, 
but  this  fact  must  not  give  us  too  much  consolation,  for 
the  attitude  of  the  brewers  and  other  agents  of  com- 
mercialized vice  proves  that  the  battle  is  not  yet  won. 
The  churches  must  be  alert  in  securing  proper  legislation 
and  law  enforcement,  and  must  also  substitute  a  construc- 
tive counter-attraction  for  the  saloon  and  other  destructive 
institutions.     The  best  substitute  appears  to  be  the  com- 


98      THE  CHURCH  AND  THE  IMMIGRANT 

munity  house,  with  opportunities  for  sociability  and 
recreation  which  will  be  clean  and  uplifting,  but  not  out 
of  keeping  with  the  immigrant's  tastes.  We  must  seek 
always  to  "overcome  evil  with  good." 

2.  Exploitation  of  the  Immigrant.  Besides  de- 
structive agencies  of  a  general  nature,  there  are  others 
which  prey  particularly  upon  the  immigrant.  These  take 
numerous  forms,  but  include  primarily  deception  at  ar- 
rival, fraudulent  employment  agencies,  unsound  banks, 
and  unscrupulous  lawyers  and  doctors. 

(a)  Deception  at  arrival  is  common  because  the  im- 
migrant's friends  or  relatives  are  frequently  unable  to 
meet  him  as  expected.  Drivers  hang  about  the  stations 
who,  after  promising  to  take  the  immigrant  to  his  destina- 
tion, often  charge  him  an  exorbitant  fee  and  then  deposit 
him  far  away  from  where  he  belongs.  Other  "runners" 
agree  to  furnish  lodgings  and  then  inveigle  from  him  all 
his  money.  Women  and  girls  who  arrive  alone  are  in 
still  greater  danger,  but  are  being  cared  for  to  some 
extent  through  immigrant  homes.  The  Y.  M.  C.  A.  and 
the  Immigrants'  Protective  League  have  rendered  valu- 
able service  in  stopping  corrupt  practices  and  in  assisting 
the  immigrant  upon  arrival.  It  is  the  obvious  duty  of 
the  church  to  cooperate  in  this  work  by  maintaining  repre- 
sentatives at  the  ports  of  entry  and  leading  terminals, 
who  will  give  the  immigrant  a  friendly  welcome  and 
guard  against  his  exploitation. 

(b)  Fraudulent  Employment  Agencies.  The  immi- 
grant's first  need  upon  arrival  is  to  obtain  work.  If 
he  applies  at  an  employment  agency,  he  usually  is  charged 
ail  c:'orbitant  fee,  or  he  fails  to  get  the  kind  of  work 
promised  him,  or  he  finds  no  work  at  all  when  he  arrives 
at  the  destination  indicated  by  the  agency.    The  factories 


AGENCIES  OF  RACIAL  PROGRESS        99 

also  are  sometimes  guilty  of  this  form  of  exploitation  in 
compelling  foreign-speaking  workmen  to  pay  for  their 
jobs  or  for  increases  in  wages.  The  church  must  en- 
deavor to  secure  the  prosecution  of  those  who  are  guilty 
of  such  malpractices.  It  may  often  render  valuable  serv- 
ice through  its  own  vocational  bureau  in  helping  the 
immigrant  to  get  a  suitable  job.  It  should  also  promote 
the  organization  of  state  or  city  employment  agencies, 
which  would  be  connected  with  a  national  agency  in  such 
a  way  as  to  place  the  immigrants  in  the  labor  markets 
where  they  are  most  needed  and  in  the  kinds  of  work 
for  which  they  are  best  fitted.^ 

(c)  Unsound  Banks.  Private  banks  are  often  estab- 
lished which  loan  money  to  the  immigrant  at  exorbitant 
rates,  or  receive  his  money  only  to  close  up  when  a  goodly 
amount  has  been  accumulated.  Immigrants  patronize 
these  banks  extensively  because  they  are  usually  conducted 
in  the  native  tongue,  and  because  they  make  a  business 
of  selling  steamship  tickets,  procuring  employment,  and 
writing  letters  for  the  illiterate.  Immigrant  banks  need 
not  be  abolished,  but  corrupt  practices  should  be  elimi- 
nated by  their  being  placed  on  a  sound  basis  under  gov- 
ernment regulation.  The  church  can  assist  in  securing 
such  readjustment.  It  should  likewise  put  the  immigrant 
on  his  guard  against  the  "loan  shark,"  and  should  instruct 
him  in  the  wise  use  of  money  and  the  proper  placing  of 
savings. 

(d)  Judicial  Injustice.  The  immigrant  very  fre- 
quently fails  to  get  justice  in  the  courts,  and  the  result 
is  a  contempt  for  American  law  which  breeds  anarchy. 
Our  judicial  machinery  is  cumbered  by  delay,  court  costs, 

•  Fulcher,    G.    M.,    "Americanization    of    the    Immigrant    in    Chicago,"    Social 
Service  Review,  Nov.,  1918. 


lOO    THE  CHURCH  AND  THE  IMMIGRANT 

and  the  expense  of  lawyers;  and  while  the'rich  may  sur- 
mount these  difficulties  the  immigrant  seldom  has  the 
money  necessary  to  secure  justice.  Unscrupulous  lawyers 
employ  runners  to  hang  about  the  courts  soliciting  law 
business  from  those  accused  of  crime.  Exorbitant  fees 
are  charged  and  alluring  promises  are  given,  but  no  serv- 
ice is  rendered.  Notaries  public,  because  the  office  is  dif- 
ferent here  from  what  it  is  in  the  Old  World,  also  find 
opportunity  to  deceive  the  credulous  immigrant.  Court 
interpreters  are  often  both  inefficient  and  unscrupulous. 
These  evils  are  being  fought  by  the  courts  themselves, 
the  probation  officers,  public  defenders,  immigration  com- 
missioners, and  legal  aid  societies.  With  these  agencies 
the  church  must  cooperate  in  seeing  that  justice  is  ren- 
dered. It  should  inform  the  immigrants  as  to  the  real 
powers  of  lawyers  and  notaries,  and  should  provide  a 
capable  and  sympathetic  lawyer  to  furnish  free  legal 
advice  when  needed  by  those  unable  to  pay  for  it. 

(e)  Unscrupulous  doctors,  not  all  of  whom  are 
legally  registered,  have  been  found  to  advertise  in  the 
foreign  language  papers,  promising  cures  upon  payment 
of  large  sums  of  money.  Every  effort  should  be  made 
to  stop  this  form  of  exploitation  through  prosecution  and 
revoking  of  licenses.  The  church  through  its  program 
of  public  health  may  do  much  to  counteract  the  influence 
of  "quacks."  Free  medical  aid  should  be  furnished  when 
necessary.  However,  the  church  should  aim  to  give  not 
charity,  but  instruction,  social  justice,  and  the  chance  to 
live  amid  right  surroundings. 

CONCLUSION 

The  program  of  the  church  for  racial  progress  must 
aim  to  minister  to  every  side  of  the  immigrant's  nature. 
Giving  material  aid,  relieving  bodily  ills,  supplying  a  right 


AGENCIES  OF  RACIAL  PROGRESS      loi 

environment — all  are  activities  worth  doing  in  themselves. 
But  a  deeper  purpose  must  underlie  our  work.  Social 
service  cannot  be  fully  successful  unless  through  it  we 
develop  the  higher  spiritual  values.  Our  ultimate  goal 
must  be  the  more  abundant  life  which  Christ  came  to 
bring  to  man.  We  must  minister  to  the  souls  of  men. 
We  must  seek  to  make  them,  not  simply  members  of  one 
church  nor  citizens  of  America,  but  members  of  the 
Church  Universal  and  citizens  of  the  Kingdom  of  God. 

The  activities  of  the  church  in  its  work  with  the  immi- 
grant are  manifold.  Little  has  been  said  of  the  distinctly 
religious  aspects  of  the  task,  not  because  this  phase  of 
the  problem  lacks  importance,  but  because  it  has  been 
quite  fully  discussed  by  others.  The  program  here  out- 
lined does  not  by  any  means  exhaust  the  possibilities  of 
education  and  social  uplift  which  lie  before  the  church. 
Nor  is  it  claimed  that  every  feature  of  this  program  is 
feasible  in  every  community,  for  any  effort  must  be 
adapted  to  local  conditions.  However,  the  fact  that  the 
larger  part  of  this  program  is  being  actually  worked  at 
various  institutional  churches,  shows  that  the  church  is 
capable  of  carrying  through  large  undertakings.  The 
church  needs  added  financial  resources  and  far  vision  to 
accomplish  its  task,  but  the  real  foundation  of  all  our 
efforts  must  be  the  spirit  of  Christian  brotherhood.  When 
the  Christian  people  of  America  fully  catch  the  spirit  of 
the  Christ  and  follow  His  behest  as  He  says,  "Love  thy 
neighbor  as  thyself,"  then  the  immigrant  problem  will 
cease  to  exist,  for  the  stranger  within  our  gates  will  have 
become  our  brother. 

QUESTIONS  ON  CHAPTER  VII 

I.  Discuss  the  significance  of  the  home  to  the  social  order. 
Trace  its  relation  to  the  church,  the  school,  and  the  state. 


I02  THE  CHURCH  AND  THE  IMMIGRANT 

2.  Discuss  the  opportunities  and  dangers  of  home  visiting. 

3.  What  sort  of  a  program  would  be  best  adapted  to  a  meet- 
ing of  immigrant  mothers  ?  How  would  this  differ  from  a  pro- 
gram for  American  women? 

4.  Is  there  a  day  nursery  in  your  church  or  community?  If 
not,  is  one  needed  ?    How  could  the  need  be  met  ? 

5.  What  is  being  done  to  promote  public  health  (a)  by  your 
community;  (b)  by  your  church?     Suggest  further  plans. 

6.  Discuss  the  responsibility  of  the  church  in  regard  to  recre- 
ation.    What  moral  problems  are  involved? 

7.  What  recreational  facilities  are  within  reach  of  the  for- 
eign-speaking people  of  your  community?    Are  they  adequate? 

8.  Discuss  the  value  of  church  athletics. 

9.  In  what  ways  can  the  stereopticon  and  moving  pictures  be 
used  to  cultivate  moral  and  religious  development? 

10.  Why  should  the  church  provide  opportunities  for  social 
gatherings  and  for  entertaining  friends? 

11.  What  are  the  principal  destructive  agencies  which  the 
churches  of  your  community  must  combat? 

12.  Discuss  the  exploitation  to  which  the  immigrant  is  ex- 
posed (a)  upon  arrival;  (b)  in  securing  employment. 

13.  Discuss  the  function  of  the  immigrant  bank. 

14.  What  can  be  done  by  the  church  to  prevent  exploitation  by 
unscrupulous  lawyers  and  doctors? 

15.  What  do  you  consider  the  ultimate  goal  of  the  church  in 
its  program  of  Americanization? 


BIBLIOGRAPHY 

GENERAL  ASPECTS  OF  IMMIGRATION 

Abbott,  Grace.  The  Immigrant  and  the  Community.  Cen- 
tury, 191 7. 

Antin,  Mary.     The  Promised  Land.     Houghton  Mififlin,  igi2. 

They  Who  Knock  At  Our  Gates.     Houghton  Mifflin, 

1914- 

Bogardus,  Emory  S.  Americanization.  Univ.  of  So.  Calif. 
Pr.,  1919. 

Bridges,  H.  J.  On  Becoming  an  American.  Marshall  Jones 
Co.,  Boston,  19 19. 

Brooks,  C.  A.  Christian  Americanization.  Missionary  Edu- 
cation Movement,  1919. 

Commons,  John  R.  Races  and  Immigrants  in  America.  Mac- 
millan,  1907. 

Davis,  Philip.  Immigration  and  Americanization.  Ginn  &  Co., 
1920. 

Fairchild,  H.  P.    Immigration.    Macmillan,  1914. 

Grose,  PI.  B.  Aliens  or  Americans.  Missionary  Education 
Movement,  1906. 

Plaskin,  F.  J.  The  Immigrant :  Asset  or  Liability.  Revell, 
1913- 

Hourwich,  I.  A.     Immigration  and  Labor.     Putnam,  1912. 

Jenks,  J.  W.,  and  Lauck,  W.  J.  The  Immigration  Problem. 
Funk  and  Wagnalls,  1913. 

Mayo-Smith,  Richmond.  Emigration  and  Immigration. 
Scribncr's,  1912. 

McClure,  Archibald.  Leadership  of  the  New  America. 
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Ravage,  M.  E.     An  American  in  the  Making.     Harper,  1917. 

Roberts,  Peter.     The  New  Immigration.     Macmillan,  1912. 

Shriver,  W.  P.  Immigrant  Forces.  Missionary  Education 
Movement,  1913. 

Steiner,  E.  A.     From  Alien  to  Citizen.     Revell,  1914. 

On  the  Trail  of  the  Immigrant.     Revell,  1906. 

The  Immigrant  Tide.    Revell,  1909. 

103 


104    THE  CHURCH  AND  THE  IMMIGRANT 

Tupper,  G.  W.  Foreign-Born  Neighbors.  Taylor  Pr.,  Bos- 
ton, 1914. 

U.  S.  Immigration  Commission,  Abstract  of  Reports.  Govern- 
ment Printing  Office,  Washington,  191 1. 

Warne,  F.  J.    The  Immigrant  Invasion.    Dodd,  Mead  &  Co., 

1913. 

The  Tide  of  Immigration.    Appleton,  1916. 

EUROPEAN  BACKGROUNDS 

Bailey,  W.  F.    The  Slavs  of  the  War  Zone.    Dutton,  1916. 

Balch,  Emily  G.  Our  Slavic  Fellow  Citizens.  Charities  Pub- 
lication Committee,  New  York,  1910. 

Blackwell,  Alice  S.  The  Little  Grandmother  of  the  Russian 
Revolution.    Little,  Brown  &  Co.,  1917. 

Brandenburg,  Broughton.  Imported  Americans.  Frederick 
A.  Stokes  Co.,  New  York,  1904. 

Grapham,  Stephen.  With  Poor  Immigrants  to  America. 
Macmillan,  1914. 

Mangano,  Antonio.  Sons  of  Italy.  Missionary  Educ.  Movt., 
1917. 

Rihbany,  A.  M.  America,  Save  the  Near  East.  Beacon  Pr., 
Boston,   1918. 

A  Far  Journey.     Houghton  Mifflin,  1914. 

Roberts,  Peter.  Immigrant  Races  in  North  America.  Y.  M. 
C.  A.  Pr.,  1912. 

METHODOLOGY    OF    AMERICANIZATION    COURSES 

Butler,  F.  C.  Community  Americanization.  A  Handbook  for 
Workers.     Government  Printing  Office,  Washington,  1920. 

California  Commission  of  Immigration  and  Housing.  A 
Manual  for  Home  Teachers.  Calif.  State  Printing  Office,  Sac- 
ramento, 191 8. 

Finch,  Charles  E.  The  Rochester  Plan  of  Immigrant  Edu- 
cation.    N.  Y.  State  Dept.  of  Educ,  Albany,  1916. 

Goldberger,  H.  H.  Teaching  English  to  the  Foreign-Born. 
A  Teacher's  Handbook.  Government  Printing  Office,  Washing- 
ton, 1920. 

Gouin,  F.  The  Art  of  Teaching  and  Studying  Languages. 
Longmans,  Green  &  Co. 

Mahoney,  J.  J.,  and  Herlihy,  C.  M.  First  Steps  in  American- 
ization.    Houghton  Mifflin,   19 18. 


BIBLIOGRAPHY  105 

Mass.  Dept.  of  University  Extension.  Teacher's  Handbook 
to  accompany  Standard  Lessons  in  English  for  American  Citi- 
zenship.   Wright  &  Potter,  Boston,  1919. 

English  for  American  Citizenship,   19 18. 

The  Federal-State  Program  for  Immigrant  Educa- 
tion,  1919. 

New  York  State  Dept.  of  Educ.  Citizenship  Syllabus.  Al- 
bany,  1916. 

Community  Organization  and  Program  for  American- 
ization Work. 

Methods  of  Teaching  English  to  the  Non-English- 
Speaking   Foreign-Born. 

Organization  of  Schools  in  English  for  the  Foreign- 
Born. 

Roberts,  Peter.  English  for  Coming  Americans,  Teacher's 
Manual.    Y.  M.  C.  A.  Press,  New  York,  1912. 

Thompson,  Frank  V.  Schooling  of  the  Immigrant.  Har- 
per, 1920.  (Americanization  Studies  of  Carnegie  Corporation 
of  New  York.) 

U.  S.  Dept.  of  the  Interior.  Proceedings  of  the  Americaniza- 
tion Conference,  1919.  Government  Printing  Office,  Wash- 
ington. 

Standards  and  Methods  in  the  Education  of  Immi- 
grants, 19 1 6. 

Syllabus  of  a  Tentative  Course  in  Elementary  Civics 

for  Immigrants. 

Winkler,  Helen.  Council  of  Jewish  Women — Americaniza- 
tion Program,  1918. 

TEXT-BOOKS  FOR  ENGLISH  CITIZENSHIP  CLASSES 

Austin,  Ruth.  Lessons  in  English  for  Foreign  Women. 
Amer.  Book  Co.,  1913. 

Chancellor,  W.  E.  Standard  Short  Course  for  Evening 
Schools.    Amer.  Book  Co.,  1914. 

Reading  and  Language  Lessons  for  Evening  Schools. 

Amer.  Book  Co.,  1914. 

Dow,  Harriet  P.  Twenty  Lessons  in  English  for  Non-Eng- 
lish-Speaking Women.    N.  Y.  State  Dept.  of  Educ,  Albany. 

Fisher,  Annie,  and  Call,  A.  D.  English  for  Beginners.  Ginn, 
1917. 

Goldberger,  H.  H.  English  for  Coming  Citizens.  Scrib- 
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io6    THE  CHURCH  AND  THE  IMMIGRANT 

Houghton,  Frederick.  First  Lessons  in  English  for  Foreign- 
ers.   Amer.  Book  Co.,  191 1. 

Jimperieff,  Mary,  Progressive  Lessons  in  EngHsh  for  For- 
eigners.    Ginn,   1915. 

Mass.  Dept.  of  Univ.  Extension.  Standard  Lessons  in  Eng- 
Hsh for  American  Citizenship.     Wright  &  Potter,  Boston,  1919. 

Mintz,  Frances  S.  A  First  Reader  for  New  American  Citi- 
zens.    Macmillan,  1915. 

O'Brien,  Sara  R.  EngHsh  for  Foreigners.  Houghton  Mif- 
flin, 1912. 

Prior,  Anna,  and  Ryan,  A.  I.  How  to  Learn  EngHsh.  Mac- 
mihan,  191 1. 

Roberts,  Peter.  EngHsh  for  Coming  Americans.  Y.  M.  C.  A. 
Press,  1909. 

Sharpe,  Mary  F.  A  First  Reader  for  Foreigners.  Amer. 
Book  Co.,  191 1. 

Thorley,  W.  C.  A  Primer  of  EngHsh  for  Foreign  Students. 
London,  1910. 

WaHach,  Isabel  R.  A  First  Book  in  English  for  Foreigners, 
Silver,  Burdett  &  Co.,  1906. 

A  Second  Book  in  English  for  Foreigners.     Silver, 

Burdett  &  Co.,  1910. 

SOCIAL   UPLIFT 

Daniels,  John.  America  via  the  Neighborhood.  Harper,  1920. 
(Americanization  Studies  of  the  Carnegie  Corporation  of  New 
York.) 

Dorion,  E.  C.  E.  The  Redemption  of  the  South  End.  Abing- 
ton,  1915. 

Forsyth,  D.  D.,  and  Keeler,  R.  W.  Christian  Democracy  for 
America.     Methodist  Book  Concern,   1918. 

Fulcher,  G.  M.  "Americanization  of  the  Immigrant  in  Chi- 
cago."    Social  Service  Review.     Oct.,  1918 — ^Jan.,  1919. 

Lape,  Esther  E.  Americanization  in  Delaware.  Delaware 
State  Council  of  Defense. 

Mangold,  G.  B.  The  Challenge  of  St.  Louis.  Missionary 
Education  Movement,   191 7. 

Marsh,  Daniel.  The  Challenge  of  Pittsburgh.  Missionary 
Education  Movement,  1917. 

Rushmore,  Elsie  M.  A  Bibliography  for  Social  Workers 
Among  the  Foreign-Born.    Y.  W.  C.  A.,  New  York,  1920. 

Woods,  Robert  A.  Americans  in  Process.  Houghton  Mif- 
flin, 1902. 


INDEX 


Accidents,  prevention  of,  47,  56, 

84 
Admission  of  immigrants,  17,  42, 

45,  48 
Americanization      agencies,     co- 
operation with,  54,  57,  70,  81 
Americanization  courses,  organ- 
ization of,  67,  ff 
subject-matter,  6"] 
securing  enrollment,  69 
classification,  T2 
teachers,  73 
classes  for  women,  74 
American  workmen,   relation  of 

immigrants  to,  34,  46,  47 
Antin,  Mary,  39 
Anti-Semitism,    24 
Art,  contribution  of  immigrants 

to,  38 
Assimilation,  34,  36,  56 
Attitude  of  the  church 
toward  political     relationships, 

45 
toward      industrial      relation- 
ships, 48 

Attitude  of  native  Americans,  15, 
33,  36,  39,  78 

Austria,  emigration  from,  20 

Banks,  immigrant,  31,  99 
Bolshevism,  22,  53,  88 
Breshkovski,  Catherine,  23 
Brotherhood,    the    spirit    of,    16, 
54,  79,  lOi 

Causes  of  migration,  18,  ff,  28,  ff 
Charitable  assistance,  ZZ^  49,  86, 

Child  welfare  stations,  93 
Church  activities.     See  Task  of 

the  church. 
Church  Americanization  classes, 

56-78 
need  of,  56 


Church  Americanization  classes, 
relation  of   to  other  agencies, 

.57 

aim  of,  58 

methods  of  teaching,  58,  ff 

organization  of,  67,  ff 
Citizenship,  preparation   for,  43, 

45,  56,  ff 
Classification  of  pupils,  72 
Colonies,  segregation  in,  2)}) 
Community  house,  76,  94,  97 
Community    programs,    coopera- 
tion in,  70,  80,  ff 
Congestion  in  cities,  32,  ff 

causes  of,  33 

results  of,  34 
Contract  labor  law,  30,  32 
Contributions   to   American   life. 

Conversation   theme,    use    of    in 
teaching  English,  60,  61,  64 
Crime  among  immigrants,  50,  ff 
nature  of,  50 
prevention  of,  51,  52 
Curriculum    of    Americanization 
courses,  67 

Day  nurseries,  92 

Deception  at  arrival.  98 

Deportation,   30,  43 

Destructive  agencies,  elimination 
of,   97 

Direct  method  of  teaching  Eng- 
lish, 59,  ff 

Distribution  of  immigration,  32, 
ff 

Doctors,  exploitation  by,   100 

Dramatization  in  teaching  Eng- 
lish, 59,  62 

Economic  motives  of  emigra- 
tion, 19,  21,  23,  24,  28 

Economic  aspects  of  immigra- 
tion, 26,  28,  33,  46,  ff 


107 


io8 


INDEX 


Elimination     of     false     induce- 
ments, 31 
Emigration,  causes  of 
Italian,  18,  ff 
Slavic,  20,  fif 
Russian,  22,  fif 
Jewish,  24,  ff 
Employment    agencies,    exploita- 
tion by,  98 
European  backgrounds,  16-27 

bibliography  on,  104 
Exclusion   of   undesirable  immi- 
grants, 17,  42,  51 
Exploitation,  15,  98,  ff 

Farm  labor,  21,  36 

Ford  Motor  Company,  educa- 
tional work  of,  83 

Former  immigrant,  influence  of 
in  inducing  migration,  28 

Forums,  46,  88 

Fresh  air  outings,  95 

Goodwill  Industries,  50,  70, 
85,  ff. 

Gouin  method  of  teaching  lan- 
guages, 60,  61 

Greek  Catholic  Church,  21 

Gymnasium  classes  and  athletics, 
95 

Haskin,  Frederick,  yj 

Health,  public,  93,  ff 

Helms,  E.  J.,  85 

Home  classes  in  English,  74,  ff 

Homes,  social  uplift  in,  90,  ff 

Home  visiting,  75,  91 

Housing  conditions,  35,  49,  94 

Immigrant     churches,     influence 

of,  53 
Immigrant     communities,     types 

of,  32 
Immigrant  labor,  37,  46,  ff 
Immigrants'    Protective   League, 

98 
Immigration,     bibliography     on, 

103 
Immigration,    causes   of,    18,    ff, 

28.  ff 


Immigration,  old  and  new,  17 
Immigration  statistics,   16,   17 
Industrial   cooperation   and   effi- 
ciency,  promotion  of,  82,  ff 
the  Ford  plan,  83 
an   industrial   Americanization 

program,  84 
Goodwill  Industries,  85 
industrial  education,  87 
Industrial  unrest,  15,  47,  82 
Industry,  the  immigrant   in,   37, 
46,  ff 
supplanting    American    work- 
men, 46 
low  wages,  47 
strikes,  47 
accidents,  47 
Institutional  churches,  35,  85,  ff 
Intellectual    life    of    the    immi- 
grant, 19,  25,  39,  40 
Italian  backgrounds,    18,   ff 

Jewish  backgrounds,  24,  ff 
Jewish  religion,  26,  52 
Jews,  persecution  of,  24 
Judicial  injustice,  51,  99 

Labor  agents,  influence  of  in  in- 
ducing migration,  30 
Labor  difficulties,  34,  47,  82 
Lawyers,  exploitation  by,  51,  99 
Loj'alty  of  the  immigrant,  38,  40 

Methods  of  teaching  English,  58, 
ff 

indirect,  58 

direct,  59 

methods  based  on  direct,  60 

suggestions  for  teaching,  61  ff 

bibliography  on,    104 
Morgan  Memorial,  85,  ff 
Mothers'  meetings,  76,  92 
Moving  pictures,  71,  96 

Naturalization, 
requirements  for,  43 
assistance  in  securing,  45 
of  alien  women,  75 

Nicknames  and  epithets,  use  of, 
15.  39 


INDEX 


109 


Oral  English,  instruction  in,  61, 

ff 
Organization  of  Americanization 

courses,  67,  ff 

Parochial  schools,  34,  53 

Patriotism  of  immigrants,  Z7 

Persecution  of  Jews,  24 

Playgrounds,  95 

Poles,  20,  24 

Political  motives  of  emigration, 
19,  21,  23,  24 

Political  status  of  the  immi- 
grant, 42,  ff 

Politics,  the  immigrant  in,  44,  ff 

Poverty  among   immigrants,   48, 
ff 
removal  of,  50,  86 

Protection  at  arrival,  35 

Protestant  church,  policy  of,  53 

Protestants  in  Italy,  20 

Publicity,  means  of  securing,  69 

Race  prejudice,  15,  2,2),  36,  39,  7^, 

79,  81 
Racial  cooperation,  46,  48,  70,  79, 

ff 
Racial  diversity  among  Slavs,  20 
Radical  Socialism,  22,  53,  88 
Reading,  instruction  in,  63 
Recreation,  95,  ff 
Religious  idealism,  54,  58,  69,  90, 

lOI 

Religious  motives  of  emigration, 
19,  24 

Religious  status  of  the  immi- 
grant, 52,  ff 

Returned  immigrants,  18,  21,  28 

Riis,  Jacob,  39 

Roberts,  Peter,  32 

Roman  Catholic  Church,  19,  21, 
52 

Russian  backgrounds  of  Bol- 
shevism, 22 

Segregation  in  foreign  colonies, 
32,  ff 

causes  of,  33 

results  of,  34 
Slavic  backgrounds,  20,  ff 


Social    aspects    of    immigration, 
46,  ff 

Social  gatherings,  92,  96 

Social  uplift,  90,   ff 
bibliography  on,  106 

Standard  of  living,  34,  35,  49,  50 

Steamship     companies,     solicita- 
tion of  immigration  by,  29 

Steiner,  Edward  A.,  39 

Strikes.  31,  47 

Suggestions    for   teaching    Eng- 
lish, 61,  ff 

Task  of  the  church  in 

cultivating  spiritual  ideals,  26, 

54,  58,  69,  90,  loi 
eliminating  false  inducements, 

3^      . 
promoting  proper  distribution, 

35 
developing  appreciation,   39 
assisting   in   political    relation- 

ships,_  45  _ 
promoting   industrial   coopera- 
tion, 31,  48,  82,  ff 
removing  poverty,  49 
preventing  crime,  52 
teaching  English,  56,  ff 
promoting    racial    cooperation, 

.    79,  ff. 

improving  the  homes,  90,  ff 
promoting  public  health.  93,  ff 
providing     proper     recreation, 

95,  ff 

eliminating    destructive    agen- 
cies, 97,  ff 
Teachers      of      Americanization 
classes,  73,  ff 

qualifications,    yi 

available  supply,  73 

training,   74 

compensation,    74 
Teaching    English    and    citizen- 
ship, 56,  ff 

teaching  spoken  English,  61 

teaching  reading,  63 

teaching  writing,  64 
Text-books, 

use  of  in  teaching  English,  58, 
61,  64 

bibliography  of,  107 


no 


INDEX 


Visiting  nurses,  93 
Vocational   guidance,  32,  35,  86, 
87,  99 


Wages,  undercutting  in,  34,  47 
War,  influence  of  on  emigration, 

21 
War,  assistance  given  by  immi- 
grants in,  Z7 


Women,  immigrant 

assistance  to  in  home-making, 
90,  ff 

special  classes  for,  74,  ff 
Writing,  instruction  in,  64 

Y.M.C.A.,  57,  98 
Y.W.C.A.,  81 

Zionist  movement,  25 


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